The  person  charging  this  material  is  re- 
sponsible for  its  return  on  or  before  the 
Latest  Date  stamped  below. 

Theft,  mutilation  and  underlining  •«"»«** 
are  reasons  for  disciplinary  act.on  and  may 
«sult  in  dismissal   from   the  Un.vers.ty. 


Digitized  by  the  Internet  Archive 

in  2012  with  funding  from 

University  of  Illinois  Urbana-Champaign 


http://www.archive.org/details/educationaltests48odel 


-Sf-  ^  ^ 


UNIVERSITY    OF    ILLINOIS    BULLETIN 

Issued  Weekly 
Vol.  XXIV  April  19,   1927  No.  33 

[Entered  as  second-class  matter  December  11,  1912,  at  the  post  office  at  Urbana,  Illinois,  under  the 
Act  of  August  24,  1912.  Acceptance  for  mailing  at  the  special  rate  of  postage  provided  for 
in   section    1103,  Act   of  October    3,    1917,  authorized   July    31,    1918.] 


EDUCATIONAL  RESEARCH  CIRCULAR  NO.  48 


BUREAU  OF  EDUCATIONAL  RESEARCH 
COLLEGE  OF  EDUCATION 


EDUCATIONAL  TESTS  FOR  USE  IN 

HIGH  SCHOOLS,  SECOND 

REVISION 

By 

Charles  W.  Odell 

Assistant  Director,  Bureau  of  Educational  Research 


PUBLISHED  BY  THE  UNIVERSITY  OF  ILLINOIS 

URBANA 


310      . 
T^e     **. 

SUBJECTS  IN  WHICH  TESTS  ARE  DESCRIBED 

PAGE 

Agriculture 17 

Commercial  Subjects 18 

Arithmetic .18 

Bookkeeping 18 

Stenography 18 

Drawing 19 

English 19 

Composition 19 

Language  and  Grammar 21 

Literature 23 

Reading 25 

Spelling 26 

Health          27 

History  and  Civics 27 

Home  Economics .29 

Latin 30 

Mathematics 32 

Algebra 32 

Geometry 33 

General 34 

Modern  Foreign  Language 34 

French 34 

German 35 

Spanish 36 

General  . 36 

Music 36 

Natural  Science 37 

Biology 37 

Botany "...  38 

Chemistry 38 

General  Science 39 

Physics 40 

Study 40 

General  Survey 41 

Intelligence 41 


^  714009 


EDUCATIONAL  TESTS  FOR  USE  IN  HIGH 
SCHOOLS,  SECOND  REVISION 

The  present  status  of  standardized  educational  tests1  in  high 
schools.  For  the  first  few  years  following  the  beginning  of  the  stand- 
ardized test  movement  a  couple  of  decades  ago,  the  use  of  such  tests 
was  urged  with  great  enthusiasm  and  eloquence  by  many  of  those  who 
spoke  at  educational  gatherings  and  contributed  to  educational  literature. 
It  was  often  implied  and  sometimes  very  definitely  stated,  that  such 
tests  should  entirely  replace  examinations  constructed  by  classroom 
teachers.  Recently,  however,  the  critical  attitude  toward  standardized 
tests,  formerly  expressed  by  only  a  few  of  the  workers  in  this  field,  has 
come  to  be  much  more  general.  Those  who  construct,  employ,  and  oth- 
erwise deal  with  tests  are  recognizing  their  defects  and  limitations  as 
well  as  their  advantages.  Indeed,  so  much  adverse  criticism  has  been 
offered  by  some  persons  who  are  well  qualified  to  speak,  that  many 
teachers  and  others  interested  have  become  doubtful  as  to  what  degree 
of  merit  such  tests  really  possess.  There  is  no  doubt  that  standardized 
educational  tests,  when  properly  used,  are  valuable  instruments  in  the 
hands  of  teachers,  supervisors,  and  administrators.  It  should  be  re- 
membered, however,  that,  as  is  true  of  many  other  instruments  of  value, 
they  are  imperfect  and  must  be  employed  with  due  regard  to  their  im- 
perfections and  limitations.  When  using  them  one  should  bear  in  mind 
that  in  general  they  yield  more  accurate  measures  of  intelligence, 
achievement,  and  so  forth,  than  can  be  secured  through  other  practic- 
able means  of  testing,  but  that  the  scores  secured  are  rarely  perfectly 
accurate  and  not  infrequently  contain  errors  of  considerable  magnitude. 
Furthermore,  one  should  keep  in  mind  the  fact  that  just  as  is  true  in 
the  case  of  textbooks  and  practically  all  other  materials  used  in  instruc- 
tion, the  merit  of  different  standardized  or  so-called  standardized  tests 
varies  greatly.  Hence,  it  is  not  sufficient  to  have  a  critical  attitude  toward 
standardized  tests  in  general,  but  one  should  have  this  attitude  towards 
the    individual    standardized    tests    which    he    is    considering    using. 

1A  standardized  test  is  one  which  has  been  given  to  a  large  enough  number  of  indi- 
viduals that  satisfactory  norms  are  available.  In  speaking  of  a  standardized  or  standard 
test,  however,  one  commonly  thinks  of  one  which  not  only  has  satisfactory  norms,  but 
but  also  was  constructed  with  a  considerable  degree  of  care  and  which  contains  exercises 
calling  for  pupil  responses  in  such  forms  that  there  can  be  little  difference  of  opinion 
about  their  correctness. 

[5] 


Moreover,  in  a  complete  testing  program  the  use  of  standardized  tests 
is  onlv  one  of  several  parts.  Such  a  program  should  generally  consist  of 
standardized  tests,  ordinary  discussion  or  essay  examinations,1  and  so- 
called  "new  examinations."2 

From   a   beginning  onlv   about  twenty   years   ago   and   very   slow 
growth   during  most  of  the   first  half  of   that   period,   the   number  of 
standardized  tests  available  for  use  in  education  has  increased  until  now 
the  situation  is  approaching  a  condition  similar  to  that  which  exists  in 
the  case  of  school  textbooks.    That  is  to  say,  so  many  tests  have  ap- 
peared and  so  manv  more  are  appearing  that  it  is  practically  impossible 
for  any  one  person  to  be  familiar  with  all  of  them,  or  even  with  all  of 
those  in  each  of  several  school  subjects.   At  the  present  time  the  writer 
has  listed  almost  a  thousand  different  standardized  or  near-standardized 
tests  and  scales3  in  the  school  subjects  and  other  fields  closely  connected 
with  education.  In  manv  cases  what  is  listed  as  one  test  or  scale  is  really 
not  merely  one  but  a  series  of  two  or  more,  in  a  few  cases  the  num- 
ber ranging  even  as  high  as  from  40  to  100.  Moreover,  in  many  cases 
there  are  from  two  to  four  or  occasionally  even  more  duplicate  forms  of 
each   test     The   total   number  of   educational   measuring   instruments, 
therefore,  counting  all  parts  and  forms,  runs  well  into  the  thousands. 
In  arithmetic  alone  there  are  about  70  different  tests  or  series  of  tests; 
in  history,  lan^uaee,  and  reading  about  50  or  60  each,  and  so  on  down 
to  a  few'  of  the  less  commonly  taught  subjects  which  possess  only  one 
or  a  very  few  each.  There  are  well  over  a  hundred  intelligence  tests.  In 
most  of  the  subjects  in  which  there  are  large  numbers  of  tests  it  is  no 
longer  true  as  it  was  formerly  that  some  one  or  a  few  tests  possess  out- 
standing merit,  but  rather  there  are  frequently  a  half  dozen  or  more 
among  which  it  is  difficult  to  base  a  preference  upon  satisfactory  reasons. 
Although   this   condition   makes    it   difficult   to   select   the   tests   to   be 
included  in  a  list,  such  as  that  which  follows,  it  renders  it  still  harder 


v\  discussion  or  essay  examination  is  one  of  the  type  commonly  employed  which 
requires  a  considerable  amount  of  writing  on  the  part  of  the  pupil  and  m  which  pupils 
are  a^ked  to  discuss,  explain,  describe,  summarize,  and  so  forth. 

"The  so-called  "new  examination"  or  "new-type  examination  includes  a  number 
of  forms  of  exercises  such  as  the  true-false,  matching,  completion,  multiple-answer,  and 
so  forth,  which  call  for  very  brief  pupil  responses  concerning  the  correctness  of  which 

thCre  £  scat  T**£  he"  from  ?fc  a  measuring  instrument  composed  of  items 
or  exefcis::  of  LreLing  difficulty  or  merit.  The  term  is  especially  used  in  ejection 
with   such   subjects   as  -handwriting,   English   composition,  and   drawing    i  n he 

measuring  instrument  generally  consists  of  a  series  of  specimens  arranged  in  increasing 
order  of  merit,  with  which  a  pupil's  performance  is  compared. 


[6] 


for  the  classroom  teacher  to  make  a  choice  and,  therefore,  suggests  the 
value  of  a  recommended  list. 

Although  it  is  true  that  the  subjects,  in  which  the  largest  numbers 
of  standardized  tests  have  been  constructed,  tend  to  be  those  usually- 
taught  in  elementary  rather  than  in  high  school,  there  are  also  rather 
large  numbers  of  tests  in  some  of  the  commonly  taught  high-school  sub- 
jects. One  of  the  four  subjects  named  above  as  having  the  largest  num- 
bers of  tests,  history,  is  more  a  high-school  than  an  elementary-school 
subject  and  another,  language,  is  common  to  both  levels.  Also  a  few  of 
the  reading  tests  and  even  one  or  two  in  arithmetic  are  likewise  designed 
for  high-school  use.  In  addition  to  these,  however,  there  are  several  sub- 
jects taught  largely,  or  even  almost  entirely,  in  high  school  in  each  of 
which  there  are  approximately  20  standardized  tests.  These  are  algebra, 
Latin,  English  composition,  and  home  economics.  Thus  the  selection  of 
tests  in  the  high-school  field  is  only  moderately  easier  than  in  that  of  the 
elementary-school. 

Limitations  of  the  use  of  achievement  tests  in  high  schools.  The 
status  and  nature  of  the  educational  objectives  of  the  high  school  intro- 
duces certain  limitations  upon  the  use  of  achievement  tests  in  addition 
to  those  which  apply  to  their  use  elsewhere.  In  the  high  school  there  is 
far  less  agreement  in  regard  to  the  objectives  of  instruction  than  is  the 
case  in  the  elementary  school.  In  the  latter  the  minimum  essentials  in 
arithmetic,  silent  reading,  spelling,  handwriting,  and  perhaps  other  sub- 
jects have  been  fairly  well  agreed  upon.  On  the  other  hand,  in  history 
and  literature,  for  example,  practically  the  only  general  agreement  as 
to  what  should  be  taught  in  high  school  concerns  a  very  restricted  list 
of  facts.  In  algebra,  geometry,  and  beginning  foreign  language  there  is 
perhaps  somewhat  greater  agreement,  but  in  the  upper  years  of  foreign 
language,  science,  and  most  other  subjects  there  is  probably  even  less 
than  in  history  and  literature.  The  writer  believes  that  there  is  justifi- 
cation for  this  relatively  slight  consensus  of  opinion  as  to  what  should 
be  taught  in  most  high-school  subjects,  but,  regardless  of  whether  it  is 
justified  or  not,  it  is  a  fact  which  has  a  significant  relation  to  the  use  of 
standardized  tests.  The  selection  and  inclusion  of  exercises  in  a  test 
offered  for  general  use  implies  that  these  exercises  should  be  included  in 
the  objectives  of  instruction  in  that  subject.  No  matter  how  well  the 
selection  of  exercises  can  be  justified,  the  pupil  responses  thereto  are 
not  fair  measures  of  pupil  achievement  or  teacher  efficiency  unless  they 
agree  with  what  has  actually  been  taught. 

A  second  important  limitation  upon  the  use  of  standardized  tests 
in  high  school  is  that  the  outcomes  of  instruction  desired  cannot  be 

[7] 


measured  as  easily  as  can  those  emphasized  in  the  elementary  school. 
Facts  in  arithmetic,  spelling,  geography,  and  history  and  skill  in  calcu- 
lation, spelling,  reading,  and  expression  are  much  more  easily  measured 
than  are  the  ideals,  attitudes,  and  perspectives  which  are  important  and 
desirable  outcomes  of  high-school  instruction.  In  fact  it  must  be  frankly 
admitted  that  at  present  we  are  not  able  to  measure  these  more  intan- 
gible outcomes  in  such  a  manner  as  to  secure  results  of  much  value. 

The  purposes  to  be  realized  by  the  use  of  standardized  educa- 
tional tests  in  high  school.  The  list  of  purposes  given  below  is  the 
same  as  that  suggested  elsewhere1  for  elementary  schools  but  the  order, 
which  is  intended  to  be  that  of  importance,  is  different.  These  purposes 
are  as  follows: 

1.  Educational  and  vocational  guidance 

2.  Diagnosing  pupils  in  order  to  provide  remedial  instruction 

3.  Promoting  and  classifying  pupils 

4.  Evaluating  school  efficiency 

5.  Educational  research 

It  will  be  noticed,  by  anyone  familiar  with  the  order  in  which  these 
purposes  are  listed  for  elementary  schools,  that  the  change  made  con- 
sists in  rating  guidance  as  more  important  and  diagnosis  as  less  impor- 
tant in  high  school.  It  is  true  in  the  high  school  much  more  than  in  the 
elementary  school  that  many  pupils  fail,  or,  if  they  do  not  fail,  lack 
much  of  realizing  their  maximum  possibilities,  because  they  do  not  have 
the  intelligence  required  to  do  the  work  which  they  undertake,  or  be- 
cause they  are  not  interested  therein.  In  other  cases,  the  causes  of  fail- 
ure may  be  a  lack  of  training  in  how  to  study,  inability  to  read  compre- 
hendingly  and  at  a  fairly  rapid  rate,  or  a  lack  of  the  specific  knowledge 
or  ability  required  in  a  given  subject.  A  large  per  cent  of  these  failures 
probably  could  be  avoided  by  guiding  pupils  in  their  selection  of  subjects 
so  that  they  would  not  undertake  those  for  which  they  are  unfitted. 
Therefore,  a  valuable  function  of  standardized  tests  in  the  high  school 
is  to  yield  prognostic  or  predictive  measures  of  the  probable  ability  of 
pupils  in  the  various  subjects.  Many  tests,  not  designed  particularly  for 
this  purpose,  have  some  value  along  this  line,  but,  in  addition  to  these, 
a  few  have  been  constructed  with  this  as  their  distinctive  function. 

The  position  of  diagnosis  in  the  list  of  purposes  is  lower  for  high 
school  than  for  elementary  school  because  the  nature  and  organization 
of  the  work  carried  in  the  former  does  not  offer  such  an  opportunity  for 


^dell,  C.  \V.  "Educational  tests  for  use  in  elementary  schools,  second  revision." 
University  of  Illinois  Bulletin.  Vol.  XXIV,  No.  49,  Bureau  of  Educational  Research  Cir- 
cular No.  49,  p.  7. 

[8] 


diagnosis.  A  pupil's  work  cannot  be  diagnosed  until  he  has  studied  the 
subject  or  topic  in  question.  In  the  elementary  school  pupils  follow  a 
number  of  subjects  throughout  several  years.  In  many  instances 
the  whole  subject  is  covered  in  an  elementary  fashion  in  the 
lower  or  intermediate  grades  and  more  thoroughly  in  the  upper  grades. 
In  such  cases  there  is  opportunity  for  frequent  diagnosis  and  consequent 
remedial  instruction  before  the  study  of  the  subject  is  completed.  In 
high  school,  however,  the  period  during  which  most  subjects  are  carried 
is  shorter,  often  being  only  one  semester  or  one  year,  and  when  a  topic 
has  once  been  covered  it  is  rarely  treated  again,  except  in  an  incidental 
fashion.  The  opportunities  for  diagnosis  and  succeeding  remedial  in- 
struction are,  therefore,  much  more  limited.  It  is  possible,  of  course,  to 
do  a  limited  amount  in  the  subjects  which  continue  even  only  one 
semester  and  still  more  in  those  which  last  throughout  a  year,  but  the 
amount  practicable  is  decidedly  limited.  Even  in  some  of  the  subjects, 
such  as  literature,  history,  or  Latin,  which  are  frequently  carried  for 
three  or  four  years,  many  of  the  same  topics  do  not  recur,  but  each 
semester's  or  year's  work  deals  with  a  different  portion  of  the  general 
field.  Thus  diagnosis  followed  by  remedial  instruction  is  difficult  even 
in  these  subjects. 

Planning  a  testing  program.  The  selection  and  use  of  a  standard- 
ized educational  test  is  not  an  isolated  detail  of  school  procedure,  but 
one  which  should  be  considered  in  relation  to  other  instructional,  super- 
visory, and  administrative  activities.  In  other  words,  a  teacher,  super- 
visor, or  administrator  planning  to  make  use  of  standardized  tests 
should  map  out  the  general  testing  program  to  be  followed  for  a  semes- 
ter or  year  just  as  he  plans  his  general  program  of  other  work.  This 
requires  not  merely  the  formulation  of  the  purposes  of  testing  and  the 
selection  of  tests  according  to  the  criteria  given  later  as  well  as  in  agree- 
ment with  these  purposes,  but  also  the  consideration  of  other  factors. 
The  previous  acquaintance  and  experience  of  the  teacher  with  stand- 
ardized tests,  the  former  practices  of  the  school  system  with  regard  to 
their  use,  the  subjects  which  have  been  most  emphasized  or  those  in 
which  instruction  appears  to  be  least  efficient,  and  other  such  facts 
should  frequently  play  an  important  part  in  deciding  just  what  tests  will 
be  used  and  when  they  will  be  given.  If  teachers  are  unfamiliar  with 
standardized  tests,  a  beginning  should  usually  be  made  with  tests  which 
are  relatively  easy  to  give  and  score  and  the  resulting  values  of  which 
will  be  easily  apparent.  Furthermore,  in  such  a  situation  it  is  rarely  wise 
to  give  very  many  tests  within  a  short  period  of  time.  If  innovations  in 
teaching  methods  are  being  tried  out  in  certain  subjects  this  may  be  a 

[9] 


good  reason  why  testing  should  be  somewhat  concentrated  in  those  sub- 
jects. Unless  such  special  reasons  exist,  tests  of  general  intelligence  and 
silent  reading  ability  will  usually  yield  the  most  helpful  information 
concerning  pupils.  Next  to  these  in  value  are  prognostic  tests  and  per- 
haps those  in  elementary  algebra  and  foreign  language. 

The  frequency  with  which  tests  should  be  given  depends  both  upon 
the  functions  they  are  to  serve  and  the  previous  practice  of  the  school 
with  regard  to  using  tests,  in  addition  to  the  amount  of  money  available 
for  the  purpose.  If  reliable  intelligence  tests  are  used,  it  is  rarely  neces- 
sary to  test  the  same  pupils  more  than  once  within  a  period  of  two  or 
three  years.  In  the  school  subjects  most  legitimate  purposes  can  prob- 
ably be  rather  well  attained  by  using  standardized  tests  once  a  semester. 
The  errors  in  test  scores  are  usually  great  enough  that,  if  tests  are  given 
at  intervals  of  a  month  or  six  weeks,  the  increase  from  time  to  time  is 
too  small  to  be  measured  reliably.  This  is  practically  always  true  of  in- 
dividual scores  and  often  even  so  of  class  averages.  However,  no  rules 
possessing  universal  application  can  be  laid  down.  If  the  results  of  tests 
given  near  the  first  of  the  year  reveal  that  the  pupils  are  well  above  the 
standards  which  they  are  expected  to  attain  it  will  likely  be  unnecessary 
to  test  them  again  during  the  same  year,  whereas,  if  they  are  decidedly 
below  such  standards,  rather  frequent  tests  for  diagnosis,  and  also  for 
determining  the  efficiency  of  the  remedial  methods  used,  may  be  highly 
desirable.  On  the  whole,  it  is  true  in  testing,  as  in  most  other  activities, 
that  it  is  better  to  concentrate  for  a  period  of  time,  perhaps  one  year, 
perhaps  longer,  on  a  few  subjects  and  then  for  another  period  on  an- 
other group  of  subjects,  and  so  on,  than  to  attempt  to  emphasize  all  at 
once  with  the  probable  result  that  too  little  attention  is  given  to  any 
one  to  yield  satisfactory  results. 

Criteria  for  selecting  tests.  In  addition  to  having  a  well-defined 
purpose  there  are  certain  other  criteria  which  should  guide  one  in  select- 
ing a  standardized  test.  The  scope  of  this  circular  does  not  permit  their 
complete  enumeration  and  discussion,  but  the  following  summary  men- 
tions the  chief  points  to  be  observed.  One  should,  if  possible,  not  merely 
try  to  rate  tests  on  these  points  by  studying  the  tests  themselves,  but 
also  by  consulting  critical  studies  of  the  tests  and  utilizing  the  data 
which  are  available,  especially  those  which  indicate  how  reliable1  and 
valid2  the  tests  are.    In  addition  to  utilizing  whatever  information  may 


1A  test  Is  reliable  when  it  measures  whatever  it  does  measure  accurately,  or,  in 
other  words,  if  the  same  results  are  secured  when  it  is  given  two  or  more  times  to  the 
same  pupils. 

2A  test  is  valid  when  it  measures  the  ability  or  characteristic  which  it  is  supposed 
to  measure. 

[10] 


be  obtained  from  critical  studies,  there  are  a  few  relatively  simple  cri- 
teria which  should  always  be  applied. 

1.  The  test  should  be  reasonably  simple  to  give  and  should  not  re- 
quire a  large  amount  of  time  for  scoring.  The  scoring  also  should  be 
highly  objective.1  This  criterion  is  particularly  important  when  educa- 
tional tests  are  being  introduced  into  a  school  system. 

2.  No  test  should  be  selected  for  use  unless  it  is  accompanied  by 
detailed  directions  for  its  giving  and  scoring. 

3.  When  a  second  application  of  the  test  is  desired  the  use  of  a 
duplicate  form  is  recommended.  Frequently  such  forms  have  been 
found  to  be  lacking  in  equivalence  and,  for  this  reason,  it  is  important 
that  the  degree  of  their  equivalence  be  known. 

4.  Usually  a  test  should  not  be  chosen  unless  satisfactory  norms 
are  available.  Occasionally  the  use  of  a  test  which  is  in  process  of 
standardization  is  justified.  However,  for  the  most  part,  it  is  wise  to 
limit  the  selection  to  those  tests  for  which  satisfactory  norms  have  been 
determined. 

5.  The  cost  of  the  test  materials  deserves  consideration,  but  in  esti- 
mating it  one  should  always  take  into  account  the  amount  and  signifi- 
cance of  the  information  yielded  by  the  test.  We  now  have  available 
batteries  of  educational  tests  which  yield  measures  of  achievement  in 
several  different  fields.  Although  the  expense  per  pupil  for  such  a  bat- 
tery of  tests  may  seem  large,  it  may  prove  much  less,  when  considered 
with  reference  to  the  information  yielded,  than  that  for  other  tests  hav- 
ing a  smaller  cost  per  pupil. 

The  present  interest  in  examinations,  especially  those  of  the  ob- 
jective type.  In  connection  with  this  brief  discussion  of  standardized 
tests  and  their  place  in  a  complete  testing  program,  it  seems  appropri- 
ate to  call  attention  to  the  great  amount  of  interest  recently  manifested 
in  the  improvement  of  examinations,  especially  in  the  construction  of 
the  new  or  objective  type.  Hundreds  of  magazine  articles  and  educa- 
tional addresses  have  dealt  with  the  topic,  emphasis  has  been  placed 
upon  it  in  many  courses  given  prospective  and  experienced  teachers,  and 
in  many  other  ways  interest  has  been  aroused  and  information  dissem- 
inated. 

The  comparative  advantages  and  disadvantages  of  standardized 
tests  and  examinations  constructed  by  classroom  teachers.  It  has  been 
stated  that  both  standardized  tests  and  the  two  varieties  of  examina- 


1A  test  or  score  is  objective  if  it  is  not  influenced  by  the  personal  opinion  or  judg- 
ment of  the  person  doing  the  scoring,  that  is,  if  all  competent  scorers  agree. 


[H] 


tions  constructed  by  teachers  have  their  place  in  a  complete  testing 
program.  It  seems  desirable,  also,  to  mention  briefly  the  mutual  ad- 
vantages and  disadvantages  of  the  two  kinds  of  measuring  instruments 
and  to  show  that  each  performs  certain  functions  of  measurement  more 
satisfactorily  than  does  the  other.  The  additional  comment  should  prob- 
ably be  made  that  some  of  the  advantages  of  standardized  tests  over 
teacher-made  examinations  can  be  greatly  reduced  if  not  entirely  elim- 
inated by  applying  certain  of  the  principles  followed  in  the  construction 
and  use  of  the  former  to  the  latter. 

One  of  the  most  important  advantages  possessed  by  standardized 
tests  is  that  norms  are  available  for  them  so  that  the  achievement  of  a 
group  of  pupils  can  be  compared  with  that  of  other  pupils  of  the  same 
age.  in  the  same  grade,  or  in  some  other  homogeneous  group.  This  ren- 
ders it  much  easier  to  rate  the  efficiency  of  a  school  system  or  of  a 
teacher,  but  sometimes  has  a  tendency  to  lead  to  the  undesirable  accept- 
ance of  general  standards  of  achievement  as  appropriate  goals  for  a 
particular  group  of  pupils,  when,  because  of  differences  in  pupil  ability 
or  other  conditions,  such  standards  are  inappropriate.  A  second  ad- 
vantage of  standardized  tests  is  that  they  are  usually  constructed  by 
persons  who  are  relatively  expert  in  making  them  and  that  much  more 
care  is  devoted  to  determining  their  content  and  form.  Furthermore, 
largely  because  of  the  fact  just  stated,  they  are  generally  more  objec- 
tive, reliable,  and  valid.  Their  objectivity  and  reliability,  however,  are  not 
as  much  greater  than  that  of  well  constructed,  prepared,  and  scored  dis- 
cussion examinations  as  has  often  been  supposed  and  no  greater  than 
that  of  new-type  or  objective  tests.  On  the  other  hand,  standardized 
tests  are  not  usually  well  adapted  to  local  courses  of  study  and  the  in- 
struction of  individual  teachers,  and,  therefore,  are  less  valid  as  meas- 
ures of  certain  portions  of  what  has  been  taught  than  are  ordinary  ex- 
aminations. In  many  cases,  duplicate  forms  of  standardized  tests  do  not 
exist  and  the  content  covered  is  such  that  it  is  undesirable  to  repeat  the 
same  form;  therefore,  progress  cannot  be  satisfactorily  measured.  One. 
of  the  chief  advantages  claimed  for  standardized  tests  is  that  their  use 
saves  much  of  the  teacher's  time.  Undoubtedly  this  is  true,  though  it 
requires  no  more  time  to  score  new-type  tests  than  those  which  have 
been  standardized.  On  the  other  hand,  the  careful,  thoughtful  prepara- 
tion of  a  set  of  examination  questions  by  a  teacher  leads  to  an  evalua- 
tion of  what  she  has  been  attempting  to  do  in  the  classroom  that  is  fully 
worth  all  the  time  it  takes.  A  final  disadvantage  of  standardized  tests 
is  that,  if  sudden  exigencies  arise,  they  cannot  be  secured  soon  enough 


[12] 


for  use.   Their  cost  is  another  reason  for  not  using  them  on  every  occa- 
sion.   It  usually  ranges  from  one  to  five  or  six  cents  per  pupil. 

The  actual  administration  of  standardized  tests.  To  carry  out  a 
successful  and  profitable  testing  program  it  is  not  only  necessary  that 
the  tests  employed  be  selected  in  view  of  the  desired  results  and  of  the 
criteria  named  above,  but  also  that  they  be  properly  given,  scored,  and 
the  results  correctly  interpreted.  In  connection  with  the  giving  and 
scoring  of  tests  the  one  point  which  needs  emphasis  above  all  others  is 
that  those  giving  them  should  follow  in  all  points  the  directions  accom- 
panying the  tests.  Such  directions  can  frequently  be  improved  upon, 
but  it  is  not  the  place  of  the  teacher  to  do  so,  since  this  will  prevent  the 
results  obtained  from  being  strictly  comparable  with  those  secured  by 
others  who  have  employed  the  same  test.  The  directions  accompanying 
some  tests  are  not  complete.  If  these  are  to  be  used,  those  who  are  to 
give  and  score  them  should  examine  enough  other  similar  tests  or 
treatises  on  tests  to  find  what  is  the  accepted  procedure  in  each  of  the 
points  in  question  and  then  follow  this  procedure. 

In  connection  with  the  interpretation  of  test  scores,  it  is  difficult  to 
summarize  in  a  few  words  just  what  should  be  done.  One  should  be 
careful  to  consider  all  causes  which  may  have  produced  errors  in  the 
scores  and  all  data  relevant  to  the  pupils'  achievements.  For  example, 
in  arriving  at  the  significance  of  the  scores  earned  by  a  class  on  a  his- 
tory test,  it  is  helpful  to  have  information  concerning  the  general  intel- 
ligence level  and  the  reading  ability  of  the  class,  to  know  how  long  his- 
tory has  been  studied,  if  the  test  was  given  under  normal  conditions  or 
if  some  disturbing  element  affected  the  pupils'  work  upon  it,  and  so  on, 
as  well  as  to  know  what  other  pupils  of  the  same  grade,  age,  and  mental 
ability,  score  on  the  same  test. 

A  short  list  of  references  on  testing.  In  connection  with  the  brief 
discussion  of  tests  and  the  list  given  below,  it  seems  in  place  to  mention 
a  few  of  the  most  useful  sources  to  which  one  may  refer. 

The  Bureau  of  Cooperative  Research  of  Indiana  University  has 
published  a  "Bibliography  of  Educational  Measurements"  which  at- 
tempts to  list  all  standardized  tests  and  to  give  for  each,  more  or  less, 
the  same  information  as  is  given  about  the  tests  mentioned  in  this  cir- 
cular. The  first  revision  of  this  list  appeared  in  1925  and  a  second  re- 
vision is  due  in  1927. 

"The  Bibliography  of  Educational  and  Psychological  Tests  and 
Measurements"  issued  as  Bulletin  No.  55,  1923,  of  the  United  States 
Bureau  of  Education,  contains  a  practically  complete  list  of  the  refer- 


[13] 


ences  on  standardized  tests  up  to  the  time  of  its  publication.  These  are 
so  classified  as  to  make  the  bibliography  easily  usable.  So  much  has 
been  done  in  this  field  within  the  past  few  years,  however,  that  a  bibli- 
ography only  four  or  five  years  old  is  largely  out  of  date. 

Undoubtedly,  the  best  rather  elementary  book  devoted  to  educa- 
tional tests  and  measurements  is  the  revised  edition  of  Monroe,  DeYoss, 
and  Kelly's  "Educational  Tests  and  Measurements,"  published  by 
Houghton  Mifflin  Company.  In  addition  to  the  chapters  discussing  test- 
ing programs,  the  construction  of  tests,  the  meaning  of  scores,  the  uses 
of  tests,  and  the  improvement  of  examinations,  this  contains  descrip- 
tions and  criticisms  of  a  fairly  large  number  of  elementary-school  and  a 
smaller  number  of  high-school  tests,  with  suggestions  as  to  what  to  do 
with  the  results.  Its  chief  limitation  is  the  same  as  that  mentioned  for  the 
I  nited  States  Bureau  Bibliography,  that  any  publication  in  this  field 
soon  becomes  largely  out  of  date. 

Trabue's  "Measuring  Results  in  Education."  published  by  the 
American  Book  Company,  provides  a  good  elementary  introduction  to 
the  use  of  tests  and  also  to  statistical  methods  in  education.  It  does  not 
describe  nearly  as  many  tests  as  Monroe,  DeYoss,  and  Kellv,  and  is  not 
as  critical  in  its  discussion  of  them,  but  gives  one  a  rather  good  idea  of 
the  significance  and  possibilities  of  the  testing  movement. 

Van  YVagenen's  "Educational  Diagnosis  and  Measurement  of 
School  Achievement,"  published  by  the  Macmillan  Company  only  about 
a  year  ago,  is  a  totally  different  type  of  book.  It  does  not  devote  much 
attention  to  general  principles  or  to  the  description  and  use  of  a  large 
number  of  particular  tests,  but  rather  presents  in  considerable  detail,  cer- 
tain phases  of  the  technique  of  employing  test  results  in  practical  school 
procedures.  It  is  tedious  reading  and  in  some  places  requires  very  close 
attention  to  tables  and  figures,  but,  nevertheless,  serves  to  acquaint  the 
careful  reader  with  many  of  the  commonly  accepted  remedial  and  fol- 
low-up procedures. 

Monroe's  "Introduction  to  the  Theory  of  Educational  Measure- 
ment," published  by  Houghton  Mifflin  in  1923,  is  a  more  advanced 
treatment  than  any  of  those  mentioned  above.  It  discusses  the  nature 
of  educational  measurements,  the  construction,  evaluation,  and  use  of 
tests,  and  related  topics  in  critical  fashion,  providing  the  best  and  the 
only  rather  complete  advanced  treatment  of  the  subject.  The  writer 
would  not  recommend  that  the  ordinary  beginner  in  the  field  read  this 
book  until  after  a  more  elementary  one,  such  as  Monroe,  DeYoss,  and 
Kelly,  or  Trabue,  has  been  mastered. 


n-n 


Another  relatively  advanced  text  is  McCall's  "How  to  Measure  in 
Education,"  published  by  the  Macmillan  Company  some  five  years  ago. 
Part  I,  which  deals  with  the  use  of  measurements,  is  of  most  practical 
value,  whereas  Part  II,  dealing  with  the  construction  and  standardiza- 
tion of  tests,  is  of  more  interest  to  the  expert  or  specialist  in  this  field. 
This  book  does  not  cover  the  subject  in  as  well-rounded  a  way  as  the 
one  last  mentioned. 

The  only  book  entirely  devoted  to  high-school  tests  is  Ruch  and 
Stoddard's  "Tests  and  Measurements  in  High-School  Instruction,"  pub- 
lished by  the  World  Book  Company  during  the  current  year  (1927). 
The  four  major  parts  of  this  book  deal  respectively  with  the  status, 
uses,  limitations,  and  selection  of  tests,  descriptions  thereof,  informal 
objective  examination  methods,  and  the  construction  of  tests.  More  ex- 
perimental data  concerning  the  validity  and  the  reliability  of  particular 
tests  is  introduced  than  is  usually  found  in  similar  books.  Though  not 
nearly  all  tests  suitable  for  use  in  high  school  are  described,  most  of 
those  possessing  the  greatest  merit  are  mentioned.  Certain  chapters  of 
the  book  are  relatively  difficult  and  technical,  but  most  of  it  is  intended 
to  be  understandable  by  the  beginner  in  this  field. 

In  addition  to  these,  a  number  of  other  books  dealing  with  the  gen- 
eral topic  have  appeared  within  the  last  few  years.  While  several  of 
them  have  distinctive  merits  they  are  not,  in  the  opinion  of  the  writer, 
as  helpful  nor  as  well-balanced  as  those  briefly  described  above.  Much 
material  on  tests  may  also  be  found  in  the  publications,  especially  the 
doctor's  dissertations,  of  the  Bureau  of  Publications  of  Teachers  Col- 
lege, Columbia  University.  These  contain  many  critical  studies  of  tests 
as  well  as  accounts  of  their  use.  In  addition  to  the  sources  already  re- 
ferred to,  hundreds  and  even  thousands  of  bulletins,  circulars,  pam- 
phlets, and  magazine  articles  along  this  line  have  appeared,  many  of 
which  contain  very  helpful  material  in  connection  with  the  critical  eval- 
uation of  tests,  the  interpretation  and  use  of  results,  follow-up  programs 
and  other  related  topics.  Most  of  the  books  on  this  subject  contain  ref- 
erences to  fairly  large  numbers  of  these  articles.  Among  the  periodicals 
in  which  many  of  them  have  appeared  may  be  named  the  Journal  of 
Educational  Administration  and  Supervision,  School  and  Society,  the 
School  Review,  the  Elementary  School  Journal,  and  the  Teachers  Col- 
lege Record.  Anyone  who  has  access  to  a  library  fairly  well  stocked  with 
recent  educational  publications  should  have  little  trouble  in  finding  a 
large  amount  of  literature  dealing  with  this  general  subject. 

Scope  of  the  following  list.  It  has  been  the  writer's  intention  to 
include  in  the  following  list  only  tests  which  are  available  for  general 

[15] 


use,  and  which  possess  enough  merit  to  warrant  their  utilization.  Tests 
which  he  considers  distinctly  unsatisfactory  are  omitted.  In  view  of  the 
large  number  of  tests  now  published,  it  is  practically  impossible  for  any- 
one to  make  such  a  careful  study  of  them  that  he  can  fully  justify  the 
inclusion  or  exclusion  of  each  in  connection  with  such  a  list  as  that  given 
below.  This  is  especially  true  of  relatively  new  tests  which  must  be 
judged  chiefly  by  their  form  and  appearance  and  not  by  the  actual  re- 
sults of  their  use.  It  is  very  probable  that  tests  have  been  omitted  which 
possess  greater  merit  than  some  included  in  the  list,  and  likewise  that 
some  have  been  included  which  should  not  be  recommended. 

The  tests  named  are  also  limited  to  those  in  school  subjects  and  in 
general  intelligence.  Many  tests  and  scales,  such  as  those  for  measuring 
school  buildings,  determining  vocational  aptitudes,  rating  character  and 
personality,  and  so  forth,  have  a  distinct  value  in  educational  work,  but 
have  not  been  included.  A  very  few,  primarily  intended  to  be  used  for 
practice  or  drill  purposes,  also,  several  not  yet  standardized,  have  been 
described. 

In  many  cases  tests  are  intended  and  suitable  for  use  in  both  the 
elementary  and  the  high  school.  When  such  tests  meet  the  other  criteria 
of  selection  they  are  included  in  the  following  lists.  There  are  many 
other  tests,  however,  primarily  or  entirely  designed  for  use  in  the  ele- 
mentary school,  which  may  at  times  be  profitably  given  in  the  high 
school.  A  very  few  of  these  have  been  included,  but  most  of  them  have 
not  been  mentioned.  For  example,  with  the  exception  of  one  series  in 
commercial  arithmetic,  no  arithmetic  tests  are  listed  although  it  is  pos- 
sible that  a  high-school  teacher  might  wish  to  use  them  in  beginning 
algebra  or  elsewhere.  Similarly,  no  handwriting  scales  are  included,  al- 
though, sometimes  they  are  used  in  connection  with  high-school  English 
work.  Only  a  few  reading  and  grammar  tests  are  named.  Others, 
though  primarily  suitable  for  the  seventh  and  eighth  grades,  may  at 
times  well  be  used  in  high  school.  The  reader  who  is  interested  in  tests 
such  as  these,  that  is,  those  intended  for  the  elementary  school,  but 
having  an  occasional  place  in  the  high  school,  should  consult  the  com- 
panion circular  to  this  one,  entitled,  "Educational  Tests  for  Use  in  Ele- 
mentary Schools,  Second  Revision." 

In  listing  each  test  the  exact  title  has  been  given  with  information 
as  to  the  various  parts  or  divisions  and  forms,  and  as  to  the  grades  for 
which  it  is  intended.  Following  this  is  a  very  brief  description  and 
criticism  and  finally  the  name  and  address  of  the  publisher  with  the 
price  quoted  at  the  time  of  writing.   In  some  cases  tests  may  be  secured 

[16] 


from  service  bureaus  of  state  universities  and  other  sources  than  the 
publisher,  but  no  attempt  has  been  made  to  name  such  sources. 

Prices.  The  prices  given  in  the  following  list  are  those  quoted  by 
publishers  in  their  last  announcements  or  price  lists  available  at  the  time 
of  writing.  In  practically  all  cases  publishers  reserve  the  right  to  change 
prices  without  notice,  but  such  changes  are  not  very  frequent  and,  when 
they  do  occur,  are  not  likely  to  be  great.  It  will  be  noticed  that  the 
prices  given  are  not  always  for  the  same  number  of  copies,  but  in  some 
cases  for  a  single  copy,  in  others  for  25,  100,  or  some  other  number. 
The  reason  for  this  diversity  is  that  the  publishers'  methods  of  giving 
quotations  have  been  followed.  Ordinarily  when  a  price  is  quoted  for  a 
relatively  small  number  of  tests,  such  as  25,  it  means  that  they  are  sold 
only  in  lots  of  this  number  or  some  multiple  thereof.  When  prices  are 
quoted  for  single  copies  and  usually  when  quoted  for  100  copies  the  ex- 
act number  desired  can  be  purchased.  The  price  given  for  one  or  any 
number  of  copies  of  a  test  which  possesses  more  than  one  form  is  for 
the  stated  number  of  copies  of  any  one  form,  unless  otherwise  stated. 
Also  in  some  cases  the  price  quoted  for  a  number  of  copies  includes  a 
set  of  directions  for  giving  and  scoring,  whereas  in  others  it  does  not.  If 
the  teachers'  manual  or  directions  for  giving  and  scoring  is  not  priced 
separately,  it  is  to  be  understood  that  a  copy  is  included  in  each  set  con- 
taining the  number  of  tests  for  which  the  price  is  given.  In  many  cases, 
publishers  who  quote  prices  for  25,  100,  or  some  other  number  of  tests 
have  special  prices  for  a  specimen  set  including  a  single  copy  of  the  test, 
a  teacher's  manual,  and  so  forth.  Such  prices  have  not  been  included. 
Occasionally,  the  purchaser  is  required  to  pay  transportation  charges  in 
addition  to  the  prices  quoted,  but  this  is  not  generally  true. 

It  should  be  noted  that  in  the  case  of  scales,  such  as  those  in  hand- 
writing, composition,  and  so  forth,  which  are  to  be  used  only  by  the 
teacher  or  perhaps  posted  so  that  pupils  can  see  and  use  them  but  do 
not  require  individual  copies,  only  one  is  needed  for  a  class.  In  the  case 
of  most  tests,  one  will  be  needed  for  each  member  of  the  class  and  ordi- 
narily an  additional  copy  for  the  teacher,  with  one  set  of  directions  for 
giving  and  scoring. 

AGRICULTURE 
National  Agricultural  Tests 

Vegetable  Gardening  Information 
Poultry  Information 

These  tests  measure  information  through  true-false  statements,  matching  exercises, 
identification  of  pictures,  and  so  forth.     Several  other  similar  tests  on  other  phases  of 

[17  1 


agriculture  are  in  course  of  preparation  and  will  probably  appear  as  standardized  tests 
in  the  near  future. 

Rural   Education   Department,   Pennsylvania    State    College,    State    College, 
Pennsylvania.    Single  copy,  15c;  50c  per  8;  $1.00  per  24;  $2.00  per  50. 


COMMERCIAL  SUBJECTS 
ARITHMETIC 

Kinney  Scale  of  Problems  in  Commercial  Arithmetic 

Tests1  A;  Parts  I  and  II 

Tests  B  and  C;  Forms  1  and  2  of  each 

Part  I  of  Test  A  covers  computation  in  the  four  fundamentals  and  Part  II  aliquot 
parts.  Test  B  presents  simple  written  problems  in  commercial  arithmetic.  Both  A  and 
B  are  to  be  used  at  the  end  of  the  first  semester  or  perhaps  sooner.  Test  C  is  similar 
to  B.  but  is  intended  for  use  at  the  end  of  the  second  semester.  Provision  is  made  for 
tabulation  and  analysis  of  errors  by  the  pupils  themselves. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    $1.00  per  25. 

BOOKKEEPING 
Carlson  Bookkeeping  Tests 

Series  A;  Tests  1,  2,  3,  4,  5,  6,  7.  8.  and  9 

Series  B;  Tests  1  and  2 

These  tests  are  not  thoroughly  standardized,  but  probably  will  be  fairly  soon.  They 
are.  however,  the  only  ones  of  merit  in  this  field  with  which  the  writer  is  familiar.  They 
cover  different  phases  of  the  subject,  each  dealing  with  three  or  more  such  phases,  and 
are  intended  to  be  given  at  different  times  during  the  course,  from  the  completion  of 
the  first  few  weeks  to  the  end.  Although  designed  especially  for  use  with  "Twentieth 
Century  Bookkeeping,"  they  appear  fairly  well  adapted  for  use  with  most  texts  in  this 
subject. 

South-Western  Publishing  Company,  1-3  West  Third  Street,  Cincinnati,  Ohio. 
Xo  charge  except  postage. 

STENOGRAPHY 

Blackstone  Stenographic  Proficiency  Test 

Typewriting;  Forms  A,  B,  C,  D,  and  E 

Each  of  these  tests  requires  the  copying  of  a  typewritten  letter.  Scoring  is  upon 
the  basis  of  both  speed  and  accuracy. 

World  Book  Company,2  2126  Prairie  Avenue,  Chicago.   $1.00  per  25. 

*In  practically  all  cases  in  which  more  than  one  test  or  part  is  mentioned,  each 
covers  a  different  body  of  subject  matter,  or  perhaps  the  same  subject  matter  in  a  dif- 
ferent way.  On  the  other  hand,  when  more  than  one  form  is  mentioned  it  means  that 
these  are  duplicates,  that  is,  they  cover  the  same  subject  matter  in  essentially  the  same 
manner,  but  do  not  contain  the  same  exercises  or  items.  Series  is  sometimes  used  as 
synonomous  with  form. 

2The  address  given  above  is  the  western  office  of  the  World  Book  Company.  It 
may  also  be  addressed  at  its  home  office,  Yonkers-on-Hudson,  New  York;  likewise  at 
14  Beacon  Street,  Boston;  149  New  Montgomery  Street,  San  Francisco;  110  West 
Peachtree  Street.  Atlanta;  1307  Pacific  Avenue.  Dallas;  Portland,  Oregon:  and  Manila, 
P.  I. 

[18] 


Thurstone  Examination  in  Typing 

Form  A 

This  test  measures  ability  to  type  corrected  typewritten  copy,  to  tabulate  and 
type  items  written  in  longhand,  and  to  find  and  correct  misspelled  words.  It  probably 
gives  a  better  measure  of  general  stenographic  ability  than  does  the  test  described  just 
above. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.   $1.50  per  25. 


DRAWING 

Kline-Carey  Measuring  Scale  for  Free-Hand  Drawing 

Part  I — Representation,  Revised 

This  really  consists  of  four  scales  dealing,  respectively,  with  houses,  rabbits,  human 
figures  in  action,  and  trees  (brush  drawings).  Each  scale  consists  of  14  specimens 
ranging  in  merit  from  zero  up  to  somewhere  near  100  with  a  criticism  of  each  specimen 
showing  its  strong  and  weak  points.  Although  contained  in  a  booklet,  the  scales  can  be 
unfolded  so  that  all  of  each  is  visible  at  once.  The  authors  have  stated  that  they  expect 
to  prepare  Part  II  on  design  and  composition  and  Part  III  on  color,  but  these  have  not 
yet  appeared. 

Johns  Hopkins  Press,  Baltimore,  Maryland.  Copies  of  the  four  scales  and 
record  sheet,  30c;  booklet  containing  the  four  scales,  a  brief  account  of 
revision,  directions  for  use  and  record  sheet,  60c. 

Spink  Grading  Chart  for  Mechanical  Drawing 

This  chart  or  scale  includes  six  steps,  in  each  of  which  there  are  samples  of  letter- 
ing, numbering,  and  simple  drawings.  In  addition  to  the  high-school  chart  the  same  sheet 
contains  one  for  the  elementary  grades  which  makes  use  of  five  of  the  same  sets  of 
specimens,  but  assigns  them  different  degrees  of  merit.  Apparently  this  scale  has  not 
received  wide  use. 

Safety  Electric  Heater  Company,  761  Fourth  Avenue,  Faribault,  Minnesota. 
Single  copy,  75c. 

Thorndike's  Scale  for  General  Merit  of  Children's  Drawings, 
Revised  and  Extended 

This  extension  of  Thorndike's  original  scale  contains  many  more  specimens,  there 
being  several  at  almost  every  step.  The  subjects  dealt  with  are  houses  and  human 
figures,  the  latter  both  singly  and  in  groups.  This  scale  has  probably  received  much 
wider  use  than  that  of  Kline  and  Carey,  but  the  writer  doubts  if  it  can  be  used  more 
easily  or  yields  more  reliable  results. 

Bureau  of  Publications,  Teachers  College,  Columbia  University,  New  York 
City.    Single  copy,  50c. 


ENGLISH 
COMPOSITION 
Clark  Letter  Writing  Test 

The  various  parts  of  this  test  require  pupils  to  identify  the  proper  expressions  for 
salutations  and  complimentary  closes  in  both  business  and  social  letters,  to  put  in  proper 

[19] 


form  the  jumbled  portions  of  two  letters,  and  to  arrange  in  order  the  proper  portions 
c  f  a  business  and  a  social  letter. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    $3.00  per  100. 

Hudelson  Typical  Composition  Ability  Scale 

This  has  largely  superseded  the  same  author's  earlier  English  Composition  Scale 
and  is  probably  the  most  widely  used  scale  for  general  purposes  in  this  subject.  It  is 
printed  on  a  single  sheet  instead  of  in  booklet  form  as  was  Hudelson's  first  scale.  The 
specimens  in  the  scale  are  narratives  dealing  with  "A  Snowball  Fight  on  Slatter's  Hill." 
They  are  rated  in  terms  of  Hillegas  values  so  that  scores  given  are  comparable  with 
those  from  many  other  scales. 

Public  School  Publishing  Company,  Bloomington,  Illinois.  Single  copy,  10c; 
$1.00  per  25;  teacher  s  handbook,  10c. 

Leonard's  Scale  for  the  Judgment  of  Composition  Quality  Only 

This  scale,  which  also  uses  Hillegas  ratings,  consists  of  compositions  on  the  general 
subject.  "Doing  Something  Difficult  but  Worth  While:'  At  some  steps  there  are  two 
specimens,  at  others  only  one.  It  is  rather  unique  in  that  no  errors  in  the  mechanics  of 
English  appear.  Following  each  specimen  its  chief  values  and  defects  are  pointed  out. 
Although  most  of  the  compositions  included  were  written  by  elementary  grade  children, 
the  scale  can  well  be  used  in  at  least  the  lower  two  years  of  high  school. 

National  Council  of  Teachers  of  English,  506  West  Sixty-Ninth  Street,  Chi- 
cago.   Single  copy,  15c. 

Lewis  English  Composition  Scales 

These  five  scales  are  intended  to  be  used  in  measuring  the  following  types  of  writ- 
ing: order  letters,  letters  of  application,  narrative  social  letters,  expository  social  letters, 
simple  narration.  The  original  form  of  these  scales  has  been  revised  so  that  now  each 
consists  of  from  eight  to  eleven  specimens  ranging  in  value  from  zero,  or  thereabouts, 
up  to  eighty  or  above,  and  also  so  that  all  of  each  scale  can  be  before  the  eyes  at  once. 
For  rating  letters  of  the  types  dealt  with,  the  first  four  of  these  scales  are  undoubtedly 
the  best  instruments  available.  On  these  scales  also  the  ratings  are  in  terms  of  Hillegas 
values. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.  Booklet  containing  all 
five  scales,  25c. 

Nassau  County  Supplement  to  the  Hillegas  Scale 

This  is  a  revision  of  the  original  Hillegas  Scale  which  improved  upon  it  in  sev- 
eral points  and  largely  superseded  it.  Since  the  appearance  of  the  Hudelson  and  other 
ether  scales,  however,  it  has  not  received  such  wide  use  as  formerly. 

Bureau  of  Publications,  Teachers  College,  Columbia  University,  New  York 
City.  Single  copy,  8c;  $5.00  per  100;  booklet  describing  derivation,  giv- 
ing directions,  norms  and  practice  samples,  35c. 

Van  Wagenen  English  Composition  Scales 

This  series  consists  of  three  scales  intended  for  the  measurement  of  exposition,  nar- 
ration, and  description,  respectively.  In  each  scale  are  fourteen  or  fifteen  specimens. 
Each  is  rated  separately  on  thought  content,  structure,  and  mechanics,  the  ratings  rang- 
ing from  approximately  zero  to  about  100  and  being  equivalent  to  Hillegas  values  mul- 

[20] 


tiplied  by  ten.    For  rating  expository  and  descriptive  themes  these  scales  are  probably 
the  best  available. 

World  Book   Company,  2126  Prairie  Avenue,   Chicago.    Booklet  containing 
the  three  scales,  directions  tor  their  use,  and  practice  material,  25c. 

Willing  Scale  for  Measuring  Written  Composition 

On  this  scale  are  eight  samples  at  the  even  lO's,  from  20  to  90  inclusive.  Provi- 
sion is  made  for  rating  on  both  story  value  and  form  value,  the  latter  being  determined 
by  counting  the  mistakes  in  spelling,  punctuation,  and  syntax.  There  is  apparently  no 
reason  why  the  method  for  determining  the  form  value  cannot  be  used  in  connection 
with  story  value  according  to  other  scales,  but  this  seems  to  have  been  done  very  rarely. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    Single  copy,  9c; 
three  or  more  copies,  6c  each. 

LANGUAGE  AND  GRAMMAR 
Briggs  English  Form  Test 

Forms  Alpha  and  Beta 

Each  test  consists  of  twenty  sentences  of  increasing  length  which  measure  pupils' 
knowledge  of  seven  of  the  most  common  elements  of  form. 

Bureau   of  Publications,   Teachers  College,  Columbia   University,  Xew   York 
City.   SOc  per  100;  scoring  stencils,  10c. 

Clapp-Young  Self-Marking  School  Tests — 1.   English 

Form  A 

This  test  contains  three  parts  which  deal,  respectively,  with  punctuation  and  cap- 
italization, word  form  and  usage,  and  grammar.  By  an  ingenious  device  the  answers  as 
given  are  automatically  recorded  as  right  or  wrong  and  when  a  pupil  has  finished  his 
work  he  merely  has  to  release  a  few  clips  to  be  able  to  learn  the  correctness  of  his  an- 
swers. 

Lakeland  Publishing  Company,  217  North  Mill  Street,  Madison,  Wisconsin. 
$1.25  per  25. 

Columbia  Research  Bureau  English  Test 

Forms  A  and  B 

The  four  parts  of  this  test  measure  knowledge  of  spelling,  mechanical  accuracy  in 
composition,  vocabulary,  and  literary  knowledge.  The  material  is  rather  difficult,  being 
hard  enough  for  students  in  the  upper  years  of  high  school  and  in  college.  The  test  is 
also  rather  long,  requiring  two  hours.  Apparently  the  only  norms  available  at  present 
are  for  entering  college  freshmen. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.    $1.40  per  25. 

Cross  English  Test 

Forms  A,  B,  and  C 

The  parts  of  this  test  deal  with  spelling,  punctuation,  recognizing  a  sentence,  verb 
and  pronoun  forms,  idiomatic  expressions  and  miscellaneous  faulty  expressions.  As  was 
the  case  with  the  Columbia  Research  Test  the  available  norms  are  chiefly  those  for 
college  freshmen  and  the  test  is  well  suited  to  college  as  well  as  to  upper  grade  high- 
school  students. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.   $1.20  per  25. 

[21] 


Denver  Curriculum  Tests  in  English 

Sentence  Structure 

Composition  and  Grammar 

Minimum  Essentials  of  Grammar  and  Punctuation 

Grammar,  Vocabulary,  and  Punctuation 

The  first  two  of  these  tests  are  intended  for  use  in  Grades  VII,  VIII,  and  IX,  the 
third  is  for  high-school  freshmen  and  sophomores,  and  the  last  for  sophomores  only. 
There  is  no  good  reason  apparent,  however,  why  they  may  not  have  a  wider  range  of 
use.  The  first  requires  the  recognition  of  groups  of  words  which  form  sentences,  the 
classification  and  punctuation  of  sentences,  the  recognition  of  the  correct  use  of  "and" 
and  "but,"  the  selection  of  sentences  which  should  be  broken  up  into  two  or  more  parts, 
and  the  comparison  of  pairs  of  paragraphs  on  the  basis  of  sentence  structure.  The  com- 
position and  grammar  test  requires  the  matching  of  short  descriptions  with  the  compo- 
sitions to  which  they  apply,  the  selection  of  the  correct  one  of  two  forms  and  of  the 
reason  why  it  is  correct  from  three  possibilities,  the  matching  of  composition  forms  with 
occasions  for  writing  compositions  and  the  recognition  of  whether  sentences  are  punctu- 
ated correctly  or  not.  The  minimum  essentials  test  deals  with  common  pronoun,  verb, 
and  other  errors,  sentence  structure,  punctuation,  and  letter  form.  The  fourth  test  of 
the  series  covers  much  the  same  content  and  vocabulary  in  addition. 

Denver  Public   Schools,   414   Fourteenth   Street,   Denver,   Colorado.    Single 
copy,  10c. 

Iowa  Placement  Examinations,  Revised,  English 

Series  EA1 — Aptitude,  Forms  A  and  B 

Series  ET1 — Training,  Forms  A  and  B 

As  the  names  imply,  one  series  of  these  tests  is  primarily  prognostic  and  measures 
the  probable  success  of  pupils  in  language  work,  whereas  the  other  measures  training  or 
achievement.  The  former  presents  certain  grammatical  and  rhetorical  rules  and  calls  for 
their  application,  requires  the  careful  reading  of  two  selections  of  prose  and  one  of  po- 
etry with  the  answering  of  questions  concerning  the  facts  discussed  and  the  grammatical 
and  rhetorical  forms  used.  The  test  on  training  calls  for  the  recognition  of  correct  and 
incorrect  spelling,  punctuation,  grammar,  and  sentence  structure. 

Bureau  of  Educational  Research  and  Service,  University  of  Iowa,  Iowa  City. 
$3.50  per  100. 

Kirby  (Iowa)  Grammar  Test 

Forms  1  and  2 

Although  this  contains  material  rather  similar  to  that  in  Charters'  tests  which  are 
not  listed  for  high-school  use,  it  is  included  because  the  items  are  probably  somewhat 
more  difficult  and  norms  for  the  four  high-school  years  are  available.  Pupils  are  re- 
quired to  select  the  proper  one  of  two  grammatical  forms  and  to  choose  the  appropriate 
rule  or  principle  from  a  given  list. 

Bureau  of  Educational  Research  and  Service,  University  of  Iowa,  Iowa  City. 
$1.75  per  100. 

Pressey  Diagnostic  Tests  in  English  Composition 

Tests  (a),  (b),  (c),  and  (d);  Forms  1  and  2  of  each 

Though  called  tests  in  English  Composition  this  series  belongs  rather  under  lan- 
guage and  grammar,  since  the  four  tests  deal  with  capitalization,  punctuation,  grammar, 
and  sentence  structure,  respectively.   The  selection  of  items  included  was  determined  by 

[22] 


an  analytical  study  of  usage  in  magazines,  newspapers,  and  letters  and  of  frequent  ten- 
dencies to  errors.    The  tests  are  unusually  short  and  easily  scored. 

Public   School  Publishing   Company,   Bloomington,  Illinois.     Tests    (a)    and 
(b),  75c  per  100;  tests  (c)  and  (d),  $1.50  per  100. 

Schutte  English  Diction  Test 

This  consists  of  a  fourteen-page  narrative  in  which  more  than  400  words  or  ex- 
pressions are  marked.  Each  of  those  marked  is  to  be  checked  if  it  contains  an  error  in 
English  diction.  The  majority  do  not  interfere  with  the  meaning  and  although  many  of 
them  should  be  found  by  the  well-trained  high-school  pupil  some  are  difficult  enough 
that  few  college  students  will  mark  them. 

Public  School  Publishing  Company,  Bloomington,  Illinois.   $3.00  per  25. 

Tressler  English  Minimum  Essential  Test 

Forms  A,  B,  and  C 

The  seven  parts  of  each  test  deal  with  grammatical  correctness,  vocabulary,  punc- 
tuation and  capitalization,  sentence  structure,  sentence  sense,  inflection  and  accent,  and 
spelling.  The  spelling  part  of  the  test  differs  from  that  in  most  similar  tests  in  that 
the  pupils  are  actually  required  to  spell  a  list  of  words. 

Public  School  Publishing  Company,  Bloomington,  Illinois.   75c  per  25. 

Wakefield  Diagnostic  English  Test 

Forms  A  and  B 

This  test  deals  with  noun  and  verb  construction,  voice,  mood,  tense,  classification 
of  sentences,  and  certain  miscellaneous  common  errors.  It  is  claimed  that  it  possesses 
high  diagnostic  value,  but  each  part  is  probably  somewhat  too  short  to  justify  this 
claim  entirely. 

Bureau  of  Administrative  Research,  College  of  Education,  University  of  Cin- 
cinnati, Cincinnati.    Single  copy,  2Yzc;  $2.00  per  100. 

Wilson  Language  Error  Test 

This  test  consists  of  three  stories  which  may  be  used  as  three  forms.  Each  story 
contains  about  thirty  errors  in  choice  and  arrangement  of  words,  grammatical  forms, 
spelling,  and  so  forth,  and  the  pupils  are  expected  to  correct  these  errors. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.   80c  per  25. 

LITERATURE 

Abbott-Trabue  Exercises  in  Judging  Poetry 

Series  X  and  Y 

Each  of  the  two  duplicate  series  contains  thirteen  exercises  and  each  exercise  four 
versions  of  a  selection  of  poetry.  The  selections  cover  a  wide  range  of  difficulty.  Those 
being  tested  are  expected  to  select  the  best  and  worst  of  each  set  of  four.  It  is  probably 
wise  to  limit  the  use  of  these  scales  to  the  two  upper  years  of  high  school. 

Bureau  of  Publications,  Teachers  College,  Columbia   University,  New  York 
City.   Single  copy,  5c;  manual  of  directions,  25c. 

Barrett-Ryan  Literature  Test 

Forms  A  and  B 

[23] 


In  this  test  are  from  one  to  five  multiple-ehoice  ex.ercises  dealing  with  each  of 
thirty-five  books  and  selections  commonly  studied  in  high  school.  The  content  is  entirely 
factual.    This  test  is  not  thoroughly  standardized,  but  probably  will  be  soon. 

Bureau  of  Educational  Measurements  and  Standards,  Kansas  State  Teachers 
College,  Emporia,  Kansas.   75c  -per  25;  $1.25  per  50;  $2.25  per  100. 

Columbia  Research  Bureau  English  Test 

This  test,  a  portion  of  which  deals  with  literature,  has  been  described  under  the 
heading.  "Language  and  Grammar*'  since  most  of  it  is  in  that  field. 

Kennon  Test  of  Literary  Vocabulary- 
Forms  A  and  B 
Each  form  of  this  test  presents  100  rather  difficult  and  unusual  words  taken  from 

the  literature  commonly  studied  in  college  courses.    It  is  rather  difficult  for  use  in  high 

school  and  yet  juniors  and  seniors  at  least  should  know  the  meaning  of  many  of  the 

words  included. 

Bureau   of  Publications,   Teachers  College,  Columbia   University,  New   York 
City.   $6.00  per  100. 

Logasa-McCoy-Wright  Tests  for  Appreciation  of  Literature 

Test  1,  Discovery  of  Theme 

Test  2.  Reader  Participation 

Test  3,  Reaction  to  Sensory  Images 

Test  4,  Comparisons 

Test  5.  Trite  and  Fresh  Expressions 

Test  6,  Rhythm 

These  tests  are  supposed  to  be  numbered  and  arranged  in  the  order  in  which  one 
learns  to  appreciate  literature.  They  are  probably  somewhat  difficult  for  high-school 
freshmen  and  sophomores,  but  not  for  juniors  and  seniors. 

Public  School  Publishing  Company,  Bloomington,  Illinois.   Set  containing  one 
copy  of  each  test,  10c. 

Moe  Book  Tests 

This  is  a  series  of  more  than  300  tests  on  as  many  different  novels,  plays,  biog- 
raphies, essays,  and  so  forth,  which  are  used  for  outside  reading.  Each  test  consists  of 
ten  multiple-answer  exercises  which  test  rather  well  whether  the  selection  or  book  has 
actually  been  read.  They  are  not  standardized  and  are  so  recent  that  the  extent  of  their 
use  cannot  be  predicted,  but  they  appear  to  offer  real  help  to  the  teacher  of  high-school 
English. 

Kenyan  Press  Publishing  Company,  W auwatosa,  Wisconsin.    Single  copy,  5c; 
set  of  tests  on  100  commonly  read  books,  $3.75. 

Satterfleld  Objective  Tests  in  English 

These  are  not  standardized  tests  and  the  publishers  state  that  they  do  not  at 
present  plan  to  attempt  to  collect  results  and  establish  norms.  The  tests  are,  however, 
receiving  wide  use  and  serve  a  desirable  purpose  rather  well.  The  series  consist  of  a 
number  of  different  tests,  each  covering  a  book  widely  studied  in  high-school  literature. 
At  present  eighteen  books  are  included.  Each  test  consists  of  several  sub-tests  in  true- 
false,  multiple-answer,  completion,  and  other  forms. 

Smith,  Hammond  and  Company,  Atlanta,  Georgia.    $1.25  per  35. 

[24] 


READING 
Chapman  Unspeeded  Reading  Comprehension  Test 

This  consists  of  a  series  of  thirty-one  short  paragraphs  to  be  read  very  carefully. 
In  each  there  is  one  word  which  spoils  the  meaning  and  this  is  to  be  crossed  out.  Speed 
is  not  scored. 

/.  B.  Lippincott1  Company,  2244  Calumet  Avenue,  Chicago.   $1.00  per  50. 

Denver  Curriculum  Semester  Test  in  Literature  Comprehension 

This  test  consists  of  ten  selections  from  prose  and  poetry  commonly  read  in  the 
upper  elementary  and  lower  high-school  years.  Each  is  to  be  read  after  which  a  num- 
ber of  questions  dealing  with  its  content  are  to  be  answered.  It  is  largely,  if  not  en- 
tirely, a  prognostic  test  of  ability  to  read  or  study  literature  comprehendingly. 

Denver   Public  Schools,   414   Fourteenth    Street,   Denver,    Colorado.      Single 
copy,  10c. 

Haggerty  Reading  Examinations 

Sigma  3;  Forms  A  and  B 

This  test  consists  of  three  parts  which  deal  with  vocabulary,  sentence  reading,  and 
paragraph  reading.  Each  of  these  parts  is  a  power  test.  Provision  is  made  for  com- 
bining the  scores  into  a  total  single  measure  of  reading  ability. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.  $1.10  per  25;  manual 
of  directions,  25c. 

Inglis  Tests  on  English  Vocabulary 

Forms  A,  B,  and  C 

The  words  contained  in  these  tests  represent  a  sampling  of  the  field  covered  by 
the  intelligent  general  reader.  Each  contains  150  words  placed  in  phrases  or  sentences 
followed  by  five  synonyms  or  definitions.  The  proper  one  of  the  five  in  each  case  is  to 
be  indicated. 

Ginn  and  Company,2  2301  Prairie  Avenue,  Chicago.    54c  per  30. 

Monroe  Standardized  Silent  Reading  Tests 

Test  III;  Forms  1  and  2 

This  is  a  very  widely  used  test  which  consists  of  twelve  paragraphs  to  be  read.  A 
single  question  concerning  each  must  be  answered.  Rate  and  comprehension  scores  are 
both  provided  for.   It  is  one  of  the  simplest  reading  tests  to  give  and  score. 

Public  School  Publishing  Company,  Bloomington,  Illinois.  $1.00  per  100. 

Stone  Narrative  Reading  Test  for  Junior  High  School 

This  test  consists  of  a  single  continuous  narrative  to  be  read,  after  which  questions 
based  upon  it  are  to  be  answered.    It  is  somewhat  difficult  to  give,  but  is  included  be- 


JThe  Lippincott  Company's  home  office  is  at  227  South  Sixth  Street,  Philadelphia. 

2Ginn  and  Company's  home  office  address  is  15  Ashburton  Place,  Boston.  Other 
addresses  are  70  Fifth  Avenue,  New  York  City;  95  Luckie  Street,  Atlanta,  Georgia; 
1913  Bryan  Street,  Dallas,  Texas;  199  East  Gay  Street,  Columbus,  Ohio;  and  45  Second 
Street,  San  Francisco. 

[25] 


cause  of  its  rather  distinctive  nature  of  dealing  with  continuous  narrative.    Both  com- 
prehension and  rate  scores  may  be  secured. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    Single  copy,  5c; 
$4.00  per  100. 

Thorndike  Test  of  Word  Knowledge 

Forms  A,  B,  C,  and  D 

Each  test  consists  of  100  words,  selected  on  the  basis  of  the  data  in  Thorndike's 
"'Word  Book"  and  arranged  in  order  of  importance.  It  is  better  suited  for  freshmen  and 
sophomores  than  for  juniors  and  seniors. 

Bureau  of  Publications,   Teachers  College,   Columbia   University,  New   York 
City.    $1.50  per  100. 

Thorndike-McCall  Reading  Scale  for  the  Understanding  of  Sentences 

Forms  1,  2,  3,  4,  5.  6,  7,  S.  9,  and  10 

This  is  one  of  the  most  widely  used  reading  tests.  It  consists  of  a  series  of  para- 
graphs of  increasing  difficulty  about  each  of  which  questions  are  to  be  answered.  It  meas- 
ures power  or  comprehension,  yielding  no  rate  score. 

Bureau  of  Publications,   Teachers  College,  Columbia  University .  New   York 
City.   $2.00  per  100. 

Van  Wagenen  Reading  Scales 

History  Scales  A  and  B 

General  Science  Scales  A  and  B 

English  Literature  Scales  A,  B,  and  C,  Alpha  and  Beta 

In  form  these  are  similar  to  many  other  reading  scales,  consisting  of  a  series  of 
paragraphs  to  be  read  and  statements  concerning  their  content  to  be  marked  true  or 
false.  They  are  distinctive,  however,  in  that  all  the  material  dealt  with  in  each  scale  is 
taken  from  a  single  field  of  subject  matter.  Their  chief  purpose  is  therefore  to  be  prog- 
nostic of  the  probable  success  of  pupils  in  the  three  subjects  dealt  with.  English  Liter- 
ature Scales,  Alpha  and  Beta,  have  appeared  very  recently.  They  differ  from  A,  B,  and 
C,  in  that  they  contain  both  poetry  and  prose,  whereas  the  former  include  only  prose, 
and  that  they  test  comprehension  through  multiple-answer  rather  than  true-false  ex- 
ercises. 

Public  School  Publishing  Company,  Bloomington,  Illinois.   $3.00  per  100. 

Whipple  High-School  and  College  Reading  Test 

Forms  A  and  B 

Form  A  contains  material  dealing  with  the  League  Assembly  and  Form  B  with  the 
exclusion  of  the  Japanese.  Various  questions  and  directions,  inserted  in  the  material  to 
be  read,  are  to  be  answered  or  carried  out.  Although  a  time  limit  is  provided,  the  test 
appears  to  measure  chiefly  carefulness  of  reading. 

Public  School  Publishing  Company,  Bloomington,  Illinois.  $3.00  per  100. 

SPELLING 

Buckingham  Extension  of  Ayres  Spelling  Scale 

This  extension  includes  505  words  in  addition  to  the  1000  in  the  original  Ayres 
scale,  most  of  the  added  ones  being  relatively  difficult.    The  additional  words  were  not 

- 

[26] 


chosen   in   the   same   manner  as  the   original   thousand   and  hence   do   not   belong   to   a 
fundamental  writing  vocabulary  in  the  same  sense. 

Public  School  Publishing  Company,  Bloomington,  Illinois.  Single  copy,  14c; 
three  or  more  copies,  12c  each. 

National  Spelling  Scales 

For  Junior  High  Schools;  Forms  A.  B,  C.  and  D 

For  Senior  High  Schools;  Forms  A,  B,  and  C 

Each  test  consists  of  slightly  over  fifty  sentences  in  completion  form,  the  words  to 
be  spelled  being  omitted.  The  complete  sentences  are  read  by  the  examiner  and  the 
proper  words  written  in  by  the  pupils.  Words  were  selected  and  arranged  according  to 
their  difficulty  as  found  in  the  Buckingham  Extension  of  the  Ayres  Spelling  Scale,  the 
Seven  S  Spelling  Scales,  the  Iowa  Spelling  Scales,  and  the  Thorndike  Word  Book. 

National  Publishing  Society,  Mountain  Lake  Park,  Maryland.  Single  copy, 
2c;  directions,  10c;  record  sheet,  2c. 

Simmons  Standard  High  School  Spelling  Scale 

This  consists  of  some  1500  words  which  apparently  give  unusual  difficulty  in  high 
school.  They  were  given  to  a  large  number  of  high-school  freshmen  and  seniors  and 
norms  for  these  two  years  established. 

E.  P.  Simmons,  Elliott,  lozva.    Single  copy,  30c;  25  or  more  copies,  25c  each. 

Sixteen  Spelling  Scales  Standardized  in  Sentences  for 
Secondary  Schools 

(Seven  S  Spelling  Scales) 

Each  of  these  scales  consists  of  twenty  words  incorporated  in  sentences  for  pur- 
poses of  dictation.  The  words  only  are  written  by  the  pupils,  however.  The  difficulty 
of  each  of  some  2000  commonly  used  words  was  carefully  determined  and  from  these 
the  400  actually  used  in  the  scales  selected.  Sixteen  of  the  scales  are  relatively  easy 
and  the  other  four  decidedly  more  difficult. 

Bureau  of  Publications,   Teachers  College,  Columbia  University,  New   York 
City.    Booklet  containing  all  scales,  account  of  derivation,  and  so  forth, 
40c. 

HEALTH 
Gates-Strang  Health  Knowledge  Tests 

Complete  series  and  Form  1 

The  complete  series  consists  of  520  multiple-answer  exercises  for  each  of  which  the 
difficulty  has  been  determined.  Form  1  consists  of  sixty-four  of  these  exercises  arranged 
in  order  of  increasing  difficulty.  Many  of  the  items  should  be  answered  by  elementary- 
school  children,  but  others  are  hard  enough  for  those  in  high  school. 

Bureau  of  Publications,  Teachers  College,  Columbia  University,  New  York 
City.  Complete  series  with  account  of  derivation,  $1.00;  Form  1,  $3.00 
per  100. 

HISTORY  AND  CIVICS 

Ban  Diagnostic  Tests  in  American  History 

Series  A  and  B 

The  five  sub-tests  contained  herein  attempt  to  measure  historical  comprehension, 
chronological  judgment,  weighing  historical  evidence,  evaluation  of  facts  and  ability  to 

[27] 


select  casual  relationships.    The  function  is,  therefore,  not  primarily  to  measure  achieve- 
ment in  history,  but  to  diagnose  the  historical  abilities  of  the  pupils. 

Public  School  Publishing  Company,  Bloomington,  Illinois.   $4.00  per  100. 

Brown-Woody  Civics  Test 

Form  A 

The  content  of  this  test  is  based  upon  what  is  common  to  at  least  five  widely 
used  textbooks.  It  deals  with  local,  state,  and  national  government  and  covers  civic 
vocabulary,  information,  and  thinking. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.   $1.30  per  25. 

Denver  Curriculum  Semester  Tests  in  American  History 
and  Government 

Tests  I  and  II;  Form  A  of  each 

Each  test  consists  of  sixty  multiple-answer  exercises,  those  in  Test  I  covering  our 
history  up  to  shortly  before  the  Civil  War,  and  those  in  Test  II  since  that  time.  Though 
most  of  the  exercises  are  factual,  a  few  test  historical  reasoning. 

Denver   Public    Schools,   414   Fourteenth    Street,   Denver,   Colorado.     Single 
copy,  10c. 

Denver  Curriculum  Semester  Tests  in  World  History 

Tests  I  and  II 

These  are  similar  to  the  Denver  American  History  and  Government  Tests,  each 
containing  sixty  multiple-answer  exercises.  Test  I  covers  world  history  up  until  about 
1700.  and  Test  II,  history  since  that  time. 

Denver   Public    Schools,   414    Fourteenth    Street,    Denver,    Colorado.    Single 
copy,  10c. 

Gregory  Tests  in  American  History 

Test  III;  Forms  A  and  B 

Six  of  the  seven  parts  of  this  test  deal  with  different  periods  of  American  History 
and  the  seventh  with  miscellaneous  facts  and  dates.  The  ability  required  to  perform 
the  exercises  satisfactorily  is  entirely  factual  or  informational. 

Bureau   of  Administrational  Research,   College   of  Education,    University   of 
Cinc'uuiati,  Cincinnati.    Single  copy,  4c;  $3.50  per  100. 

Gregory-Owens  Test  in  Mediaeval  and  Modern  History 

Forms  A  and  B 

The  seven  parts  of  this  test  include  a  total  of  134  exercises  covering  mediaeval 
history  from  different  standpoints.  As  the  only  really  standardized  test  in  mediaeval 
history  and  probably  the  better  of  the  two  in  modern  history,  this  test,  which  is  rela- 
tively new,  should  receive  rather  wide  use. 

Bureau  of  Administrative  Research,  College  of  Education,  University  of  Cin- 
cinnati, Cincinnati.    Single  copy,  4l/2c;  $4.00  per  100. 

Hill  Tests  in  Civic  Information  and  Attitudes 

Each  of  these  two  tests  consists  of  twenty  multiple-answer  exercises  dealing  with 
local  and   national  government  and  various  other  matters  which   citizens  should  know 

[28] 


or  in   which   they   should  take   interest.    The   one   on   civic   attitudes   might   almost   be 
called  a  test  of  moral  character. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    $1.00  per  100. 

Kepner  Background  Test  in  Social  Science 

Forms  A  and  B 

These  tests  are  diagnostic,  being  intended  to  measure  the  social  science  background 
possessed  by  pupils  beginning  any  social  science  in  high  school.  Most  of  the  items  con- 
tained in  the  tests  are  historical  and  deal  with  American  History.  There  are,  however, 
a  number  dealing  with  the  history  of  other  countries  and  with  civic,  economic,  and 
other  facts. 

Harvard  University  Press,  Cambridge,  Massachusetts.    $1.25  per  25.    (Soon 
to  be  published  by  Ginn  and  Company,  2301  Prairie  Avenue,  Chicago.) 

Pressey-Richards  American  History  Test 

This  is  a  test  in  the  understanding  of  American  History.  The  four  parts  deal  with 
character  judgment,  historical  vocabulary,  sequence  of  events,  and  cause  and  effect  rela- 
tionships.   It  is  one  of  the  easiest  history  tests  to  give  and  score. 

Public  School  Publishing  Company,  Bloomington,  Illinois.   $2.00  per  100. 

Tyrell  American  History  Exercises 

Sheets  1  to  48 

This  series  of  sheets  covers  American  History  from  the  discovery  of  this  country 
up  to  the  present  time.  There  are  three  sheets  containing  different  types  of  objective 
exercises  on  each  of  sixteen  periods.  They  probably  have  the  greatest  usefulness  when 
placed  in  pupils'  hands  during  the  study  period  with  instructions  that  they  study  until 
able  to  answer  them  correctly.    No  norms  are  available. 

Palmer  Company,  120  Boylston  Street,  Boston.    $1.35  per  50  copies  of  each 
of  the  three  sheets  on  one  period. 

Vannest  Diagnostic  Test  in  Modern  European  History 

This  test  is  based  upon  one  rather  widely  used  textbook.  The  various  sub-tests 
deal  with  time  sense,  place  sense,  evaluation  of  fact,  thought,  and  information. 

Indiana   University  Bookstore,  Bloomington,  Indiana.    Single  copy,  10c;  11 
to  50  copies,  2c  each;  more  than  50  copies,  ll/2C  each. 


HOME  ECONOMICS 
Illinois  Food  Test 

This  is  an  information  test  on  foods  consisting  of  100  exercises  arranged  under 
fourteen  headings. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    75c  per  25. 

King-Clark  Food  Test  for  Grades  VI  thru  XII 

This  is  a  revision  of  the  earlier  test  on  the  same  subject  by  King.  It  consists  of 
sixty  multiple-answer  exercises  which  deal  with  information  about  foods  and  their  prep- 
aration. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.    $1.00  per  25. 

[29] 


Murdoch  Analytic  Sewing  Scale  for  Measuring  Separate  Stitches 

This  scale  consists  of  five  specimens  of  each  of  five  varieties  of  stitches,  these  vari- 
eties being  running,  backstitch,  overcasting,  combination,  and  hemming.  The  chief  pur- 
pose of  constructing  it  was  to  make  a  scale  for  pupils'  use  which  could  be  handled 
more  easily  than  the  original  Murdoch  Sewing  Scale.  It  may  be  used  to  supplement 
this  scale,  especially  since  the  same  norms  apply. 

Bureau  of  Publications,   Teachers  College,  Columbia   University,  New   York 
City.    Single  copy,  25c. 

Murdoch  Sewing  Scale 

In  this,  the  original  scale,  there  are  fifteen  sewing  samplers  arranged  in  order  of 
merit,  three  views  of  each  being  shown.  It  is  better  suited  for  teachers'  than  pupils' 
use  because  it  is  difficult  for  the  latter  to  distinguish  between  the  degrees  of  merit. 

Bureau  of  Publications,   Teachers  College,  Columbia   University,  New   York 
City.   Single  copy,  $1.50. 

Stevenson-Trilling  Test  in  Comprehension  of  Patterns 

The  five  parts  of  this  test  deal  with  recognition  of  parts  of  patterns,  comprehen- 
sion of  pattern  lines,  understanding  of  notches,  alteration  of  patterns,  and  placing  pat- 
terns on  material.  It  is,  therefore,  intended  to  be  diagnostic  of  these  five  necessary 
performances  in  the  use  of  patterns. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    $1.00  per  25. 

LATIN 
Godsey  Latin  Composition  Test 

Forms  A  and  B 

Each  of  the  three  parts  of  this  test  presents  eleven  English  sentences  and  their 
Latin  translations,  for  some  part  of  which  four  possible  forms  are  given.  The  pupils 
being  tested  are  to  select  the  proper  form  in  each  case  and  from  a  list  of  rules  choose 
the  one  which  applies.  A  number  of  the  sentences  are  too  difficult  to  be  handled  until 
near  the  end  of  the  first-year  study  of  Latin  and  some  are  difficult  enough  that  the 
tests  can  be  used  later,  in  the  second,  third,  and  fourth  years. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.   $1.00  per  25. 

Henmon  Latin  Tests 

Tests  1,  2,  3,  4,  and  X 

The  present  series  of  tests  represent  a  revision  of  earlier  ones.  Each  contains  two 
parts,  vocabulary  and  sentences,  to  be  translated.  The  four  numbered  tests  are  dupli- 
cates, each  containing  fifty  words  and  ten  sentences.  Test  X  is  shorter,  containing  only 
twenty-five  words  and  twelve  sentences.  The  difficulty  of  the  words  and  sentences  has 
been  carefully  determined.  These  are  probably  to  be  preferred  to  other  Latin  tests 
which  attempt  to  fulfill  just  the  same  functions. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.   50c  per  25. 

Inglis  Latin  Tests 

General  Vocabulary;  Form  A 
Syntax;  Form  A 
Morphology;  Form  A 

The  vocabulary  test  contains  150  Latin  words  for  which  the  English  equivalents 
are  to  be  given.    The  one  on  syntax  deals  with  cases  and  constructions  which  should 

[30] 


be  used  in  translating  English  expressions  contained  in  sentences,  cases  following  prep- 
ositions, adjectives,  and  verbs,  modes,  tenses,  names  of  constructions,  and  conjunctions 
which  should  be  used  to  translate  verbs  contained  in  English  sentences.  The  morphology 
test  calls  for  certain  specified  forms  of  various  nouns,  pronouns,  adjectives,  adverbs,  and 
verbs  and  for  the  identification  of  the  forms  of  certain  given  nouns  and  verbs.  Scoring 
is  not  on  the  basis  of  difficulty,  but  on  that  of  frequency  of  occurrence  of  the  various 
items.  This  of  course  means  that  the  selection  of  content  was  based  on  the  study  of  such 
frequency  of  occurrence.    The  tests  are  not  yet  thoroughly  standardized. 

Harvard  University  Press,  Cambridge,  Massachusetts.    $1.25  per  25.   (Soon 
to  be  published  by  Ginn  and  Company,  2301  Prairie  Avenue,  Chicago.) 

Orleans-Solomons  Latin  Prognosis  Test 

Form  A 

The  chief  feature  of  this  test  is  that  it  presents  to  the  pupil  a  number  of  short 
lessons  in  Latin  and  attempts  to  determine  how  correctly  and  well  these  lessons  are 
learned.  The  material  includes  vocabulary,  translation,  and  grammar.  The  function  of 
the  test  is  to  determine  in  advance  the  probable  quality  of  an  individual's  work  in 
Latin.  It  should  not  be  used  with  pupils  who  have  already  studied  the  subject. 
World  Book  Company,  2126  Prairie  Avenue,  Chicago.    $1.30  per  25. 

Pressey  Test  in  Latin  Syntax 

Form  1 

This  test  contains  thirty-two  English  sentences  with  four  possible  translations  of 
each  into  Latin.  These  translations  differ  in  the  forms  of  the  words  used,  not  in  the 
vocabulary.   The  proper  translation  of  each  sentence  is  to  be  indicated. 

Public  School  Publishing  Company,  Bloomington,  Illinois.   50c  per  25. 

Starch- Watters  Latin  Test 

This  test  consists  of  a  100-word  Latin  vocabulary  and  sentences  from  first-year 
Latin,  Caesar,  Cicero,  and  Virgil  to  be  translated.  The  material  is  chosen  so  as  to  rep- 
resent a  sampling  of  high-school  Latin. 

Daniel  Starch,  1374  Massachusetts  Avenue,  Cambridge,  Massachusetts.  Single 
copy,  2c. 

Stevenson  Latin  Vocabulary  Test 

Forms  I,  II,  and  III 

Each  of  the  three  parts  of  this  test  contains  forty  English  words  and  the  Latin 
equivalents  of  twenty  of  them.   The  proper  connections  are  to  be  made. 

Public  School  Publishing  Company,  Bloomington,  Illinois.   50c  per  25. 

Stevenson-Coxe  Latin  Derivative  Test 

Forms  I,  II,  and  III 

Each  of  the  three  parts  of  this  test  contains  twenty-five  Latin  and  twenty  English 
words,  each  of  which  is  derived  from  one  of  the  Latin  words.  Pupils  are  to  indicate  the 
one  from  which  each  is  derived. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    50c  per  25. 

Tyler-Pressey  Test  in  Latin  Verb  Forms 

Form  1 

[31] 


Thirty-two  Latin  verb  forms  are  presented  with  four  possible  English  translations 
of  each,  the  differences  being  in  mood,  tense,  number,  person,  and  so  forth.  The  proper 
one  of  the  four  translations  in  each  case  is  to  be  underlined. 

Public  School  Publishing  Company,  Bloomington,  Illinois.   50c  per  25. 

Ullman-Kirby  Latin  Comprehension  Test 

Forms  I  and  II 

This  Latin  test  is  similar  to  a  number  of  the  most  common  reading  tests,  such  as 
the  Thomdike-McCall  and  others.  It  consists  of  ten  short  Latin  paragraphs  with  three 
or  four  questions  in  English  concerning  the  content  of  each.  The  answers  are  to  be 
given  in  English. 

Bureau  of  Educational  Research  and  Service,  University  of  Iowa,  Iowa  City. 
$1.75  per  100. 

White  Latin  Test 

Forms  A  and  B 

Part  I  contains  100  Latin  words  with  four  possible  translations  of  each,  and  Part 
II  twenty  Latin  sentences  with  three  or  four  possible  translations  of  each.  The  correct 
translation  is  to  be  indicated  in  each  case.  The  test  is  suited  for  use  from  the  first  year 
of  high  school  on  through  the  second,  third,  and  fourth  years. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.  $1.20  per  25. 


MATHEMATICS 

ALGEBRA 
Columbia  Research  Bureau  Algebra  Test 

Forms  A  and  B 

Part  I  of  this  test  consists  of  a  number  of  exercises  in  the  mechanical  operations 
of  algebra.  Most  of  these  exercises  deal  with  the  solution  of  equations  and  a  few  with 
graphs.  Part  II  consists  of  written  problems.  The  material  contained  in  the  test  is 
fairly  difficult,  some  of  it  belonging  in  college  rather  than  high  school. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.   $1.30  per  25. 

Douglass  Standard  Diagnostic  Tests  for  First-Year  Algebra 

Series  A  and  B;  Forms  I  and  II  of  each 

Series  A  consists  of  exercises  in  the  four  fundamental  operations  and  in  the  solu- 
tion of  simple  equations.  Series  B  contains  more  difficult  exercises,  its  seven  parts  deal- 
ing with  fractions,  factoring,  formulae  and  fractional  equations,  simultaneous  equations, 
graphs,  square  roots,  exponents  and  radicals,  and  quadratic  equations.  The  arrange- 
ment is  such  that  Series  B  may  be  given  in  several  parts,  each  covering  a  particular 
unit  of  work,  rather  than  all  at  once. 

Bureau  of  Administrative  Research,  College  of  Education,  University  of  Cin- 
cinnati, Cincinnati.  Series  A,  single  copy,  2c;  $1.60  per  100;  Series  By 
single  copy,  4c;  $3.50  per  100. 

Hotz  First  Year  Algebra  Scales 

Addition  and  Subtraction  Scale;  Series  A  and  B 
Multiplication  and  Division  Scale;  Series  A  and  B 
Equation  and  Formula  Scale;  Series  A  and  B 

[32] 


Graph  Scale;  Series  A  and  B 

Problem  Scale;  Series  A  and  B 

Each  of  the  Series  A  scales  contains  a  selection  of  about  one-half  of  the  exercises 
in  the  corresponding  Series  B  scale.  The  number  of  exercises  in  A  varies  from  eight  to 
twelve,  in  B  from  eighteen  to  twenty-five.  The  scales  are  intended  to  yield  measures  of 
class  rather  than  of  individual  achievement. 

Bureau  of  Publications,  Teachers  College,  Columbia  University,  New  York 
City.  70c  per  100,  except  Graph  Scale  which  is  $1.25  per  100;  manual 
of  directions,  75c. 

Illinois  Standardized  Algebra  Test 

This  test  is  composed  of  four  parts,  all  of  which  deal  with  the  simple  equation. 
Part  I  has  the  two  unknowns  in  the  first  member  of  the  equation,  Part  II  one  unknown 
in  each,  Part  III  is  similar  to  II,  but  brings  in  the  parenthesis,  and  Part  IV  is  likewise 
similar  but  introduces  fractions.  This  has  superseded  the  earlier  Monroe  Standardized 
Algebra  Test. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    $2.50  per  100. 

Schorling-Clark-Lindell  Instructional  Tests  in  Algebra  with   Goals 
for  Pupils  of  Varying  Abilities 

This  is  a  series  of  fifty-two  tests  with  accompanying  answers  intended  for  use  by 
pupils  as  learning  devices  and  not  as  standardized  tests.  Provision  is  made  for  review, 
recording  improvement,  and  so  forth. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.  Booklet  containing  all 
tests,  28c. 

GEOMETRY 

Columbia  Research  Bureau  Plane  Geometry  Test 

Forms  A  and  B 

Part  I   consists  of  sixty-five  true-false   statements  concerning  various  aspects   of 
geometry  and  Part  II  of  thirty-five  problems  designed  to  test  geometric  reasoning  abil- 
ity.   This  is  probably  the  best  available  test  in  plane  geometry,  although  the  norms 
at  present  available  are  for  college  freshmen  rather  than  high-school  students. 
World  Book  Company,  2126  Prairie  Avenue,  Chicago.    $1.20  per  25. 

Minnick  Geometry  Tests 

Test  A,  Drawing  of  Figures 

Test  B,  Stating  of  Hypotheses  and  Conclusions 

Test  C,  Recalling  Facts  and  Figures 

Test  D,  Selecting  and  Organizing  Facts  to  Produce  a  Proof 

These  were  formerly  the  leading  tests  in  this  subject,  but  appear  to  be  going  out 
of  use  and  two  or  three  newer  ones  taking  their  place.  Their  scoring  is  unusual  in  that 
provision  is  made  for  both  giving  credit  for  correct  answers  and  penalizing  for  incorrect 
ones. 

Public  School  Publishing  Company,  Bloomington,  Illinois.   $2.50  per  100. 

Renfrow  Diagnostic  Tests  in  Plane  Geometry 

Tests  I  and  II;  Forms  A  and  B  of  each 

Test  I  deals  with  lines,  triangles,  polygons  and  circles,  covering  the  work  usually 
taught  in  the  first  semester,  and  Test  II  with  what  is  usually  taught  in  the  second  se- 

[33] 


mester.    Most  of  the  exercises  on  both  tests  consist  of  figures  which  are  to  be  dealt  with 
in  different  ways. 

Bureau  of  Administrative  Research,  College  of  Education,  University  of  Cin 
cinnati,  Cincinnati.    Single  copy,  5c;  $1.00  per  25. 

Schorling-Sanford  Achievement  Test  in  Plane  Geometry 

Forms  A  and  B 

Each  form  consists  of  five  parts;  the  first  of  which  is  a  completion  exercise  on 
various  geometrical  facts;  the  second  requires  that  conclusions  be  drawn  from  given 
data;  the  third  that  the  correctness  of  conclusions  be  judged;  the  fourth,  the  analysis 
of  construction,  and  the  fifth,  computation. 

Bureau   of  Publications,   Teachers  College,  Columbia   University,  New   York 
City.    Single  copy,  10c;  manual  of  directions,  25c. 

Webb  Geometry  Test 

Form  A 

Two  of  the  five  parts  of  this  test  are  in  completion  form,  two  in  multiple-answer 
form,  and  the  fifth  calls  for  construction  work.  The  first  completion  part  is  all  based 
upon  a  single  figure  and  requires  various  numerical  calculations. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    75c  per  25. 

i 

MATHEMATICS,  GENERAL 

Iowa  Placement  Examinations,  Revised,  Mathematics 

Series  MAI — Aptitude;  Forms  A  and  B 

Series  MT1— Training;  Forms  A  and  B 

The  aptitude  test  deals  with  mathematical  material  which  is  not  in  general  as 
directly  the  product  of  instruction,,  particularly  high-school  instruction,  as  is  that  con- 
tained in  the  training  test.  In  addition  to  dealing  with  quantities,  principles,  and 
problems  of  various  sorts  it  also  tests  the  pupils'  ability  to  read  a  mathematical  dis- 
cussion. The  training  test  contains  items  in  arithmetic,  algebra,  and  geometry.  The 
tests  are  fairly  difficult  and  are  perhaps  better  suited  for  use  with  those  beginning  col- 
lege mathematics  than  with  those  beginning  their  high-school  work  in  this  subject,  yet 
appear  to  be  of  distinct  value  in  the  latter  connection. 

Bureau  of  Educational  Research  and  Service,  University  of  Iowa,  Iowa  City. 
$3.50  per  100. 

MODERN  FOREIGN  LANGUAGE 
FRENCH 
Columbia  Research  Bureau  French  Test 

Forms  A  and  B 

This  test  consists  of  100  French  words  with  five  possible  English  meanings  of 
each,  seventy-five  true  or  false  French  statements  and  100  English  sentences  partly 
translated,  the  rest  to  be  supplied.  The  time  required  is  fairly  long,  being  something 
more  than  an  hour  and  a  half.  The  test  is  based  upon  a  selection  of  elements  from  six- 
teen first-year  texts  and  covers  such  a  range  of  difficulty  that  it  may  be  used  from  the 
first  year  of  high-school  through  several  years  of  college  French. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.   $1.30  per  25. 

[34] 


Handschin  Modern  Language  Tests — French 

Silent  Reading  Tests  A  and  B 

Comprehension  and  Grammar  Test  A 

Silent  Reading  Test  A  requires  twelve  questions  stated  in  French  to  be  answered 
in  the  same  language.  Silent  Reading  Test  B  presents  a  short  story  in  French  and  re- 
quires that  ten  questions  about  it  be  answered  in  either  English  or  French.  The  Com- 
prehension and  Grammar  Test  presents  six  easy  French  sentences,  some  of  which  con- 
tain blank  spaces.  These  are  to  be  studied  for  a  short  time  and  then  reproduced  from 
memory,  after  which  they  are  to  be  rewritten  with  certain  changes  in  verb,  noun,  ar- 
ticle, and  adjective  forms.  In  view  of  the  other  tests  which  have  appeared  recently 
these  are  probably  about  the  least  valuable  of  those  mentioned  here. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.    $1.00  per  25. 

Henmon  French  Tests 

Tests  1,  2,  3,  and  4 

These  are  similar  to  the  same  author's  Latin  tests.  Each  contains  sixty  French 
words  arranged  in  order  of  increasing  difficulty  and  twelve  sentences,  likewise  arranged, 
to  be  translated  into  English.  The  words  used  are  common  to  twelve  widely  used  be- 
ginners' textbooks.     The  four  tests  are  duplicate  forms. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.    50c  per  25. 

Iowa  Placement  Examinations,  Revised,  French 

Series  FT1;  Forms  A  and  B 

The  first  part  of  this  test  calls  for  the  English  synonyms  of  sixty  French  words, 
the  second  part  for  correcting  the  mistakes  in  forty  French  sentences,  the  third  for 
picking  the  proper  one  of  four  verb  forms  to  go  with  the  given  remainder  of  each  of 
forty  sentences  and  the  last  gives  three  paragraphs  in  French  which  are  to  be  read  and 
questions  concerning  them  to  be  answered  in  English. 

Bureau  of  Educational  Research  and  Service,  University  of  Iowa,  Iowa  City. 
$3.50  per  100. 

Twigg  French  Vocabulary  Test 

Form  A 

The  words  included  in  this  test  were  selected  after  a  count  of  100,000  word  oc- 
currences in  standard  literature,  scientific  works,  magazines,  newspapers,  and  letters.  A 
total  of  150  French  words  are  presented  for  which  English  meanings  are  to  be  given, 
fifty  of  them  being  in  a  list  and  each  of  the  other  100  contained  in  a  sentence.  These 
tests  are  not  yet  thoroughly  standardized. 

Harvard  University  Press,  Cambridge,  Massachusetts.    $1.25  per  25.   (Soon 
to  be  published  by  Ginn  and  Company,  2301  Prairie  Avenue,  Chicago.) 


GERMAN 

Columbia  Research  Bureau  German  Test 

Forms  A  and  B 

This  is  similar  to  the  French  test  published  by  the  Columbia  Research  Bureau, 
being  based  upon  a  study  of  elementary  texts  and  containing  a  vocabulary  test,  a  com- 
prehension test,  and  a  grammar  test.  It  is  also  suitable  for  use  through  high  school 
and  college. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.   $1.30  per  25. 

[35] 


SPANISH 
Columbia  Research  Bureau  Spanish  Test 

Forms  A  and  B 

This  is  very  similar  to  the  French  and  German  tests  previously  described,  being 
based  upon  the  common  element  in  a  number  of  first-year  books.  It  deals  with  vocab- 
ulary, comprehension,  and  grammar  and  may  be  used  in  high-school  and  college  work. 
World  Book  Company,  2126  Prairie  Avenue,  Chicago.   $1.30  per  25. 

Handschin  Modern  Language  Tests — Spanish 

Silent  Reading  Test  A 

This  is  similar  to  the  corresponding  test  in  French,  consisting  of  fourteen  questions 
in  Spanish  which  are  to  be  answered  in  the  same  language. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.   $1.00  per  50. 

Iowa  Placement  Examinations,  Revised,  Spanish 

Series  ST1;  Forms  A  and  B 

Part  I  of  this  test  presents  fifty  Spanish  words  with  five  possible  meanings  for 
each,  Part  II  requires  correcting  of  mistakes  in  forty  sentences,  Part  III,  writing  in  the 
correct  form  of  the  verb  in  each  of  forty  sentences,  and  Part  IV,  reading  three  para- 
graphs in  Spanish  and  answering  in  English  questions  concerning  them. 

Bureau  of  Educational  Research  and  Service,  University  of  Iowa,  Iowa  City. 
$3.50  per  100. 


MODERN  LANGUAGE,  GENERAL 
Iowa  Placement  Examinations,  Revised,  Foreign  Language 

Series  FA1 — Aptitude;  Forms  A  and  B 
The  first  part  of  this  test  deals  with  matters  pertaining  to  English  grammar,  hi 
the  other  three  parts  those  taking  the  tests  are  required  to  deal  with  Esperanto  in  vari- 
ous ways,  the  purpose  being  to  test  their  recognition  of  Esperanto  words  similar  to  those 
in  English,  Latin,  French,  and  so  forth,  and  to  see  how  quickly  they  can  learn  various 
Esperanto  facts  presented  to  them.  This  test  is,  of  course,  intended  to  determine  apti- 
tude for  foreign  language,  especially  modern  foreign  language. 

Bureau  of  Educational  Research  and  Service,  University  of  Iowa,  Iowa  City. 
$3.50  per  100. 

Wilkins  Prognosis  Test  in  Modern  Languages 

The  first  part  of  this  test  is  to  be  given  before  the  student  has  studied  foreign 
language  and  the  second  at  the  end  of  four  weeks  of  either  Spanish  or  French.  The 
first  part  includes  exercises  in  seeing  and  writing,  hearing  and  writing,  memory,  and 
grammar  concepts,  all  of  which  are  given  collectively,  and  also  individual  exercises  in 
seeing  and  speaking,  and  hearing  and  speaking.  The  second  part  deals  with  articles, 
plurals,  verb  forms,  adjectives,  and  simple  translation. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.  $1.20  per  2d. 


MUSIC 

Beach  Standardized  Music  Tests 

Series  I 

[36] 


This  test  is  intended  to  measure  knowledge  of  rhythm,  tone,  melody,  and  symbols. 
It  involves  recognition  both  from  print  and  by  ear. 

Bureau  of  Educational  Measurements  and  Standards,  Kansas  State  Teachers 

College,  Emporia,  Kansas.    $1.10  per  25;  $4.00  per  100;  manual  of  in- 
structions, 35c. 

Hutchinson  Music  Test,  Number  1 

This  is  a  test  of  ability  to  read  music  and  to  recognize  scores  from  well-known 
songs  and  operas. 

Public  School  Publishing  Company,  Bloomington,  Illinois.   50c  per  25. 

Kwalwasser-Ruch  Test  of  Musical  Accomplishment 

The  sub-tests  contained  herein  deal  with  knowledge  of  musical  symbols  and  terms, 
recognition  of  symbol  names,  detection  of  pitch  and  time  errors  in  a  familiar  melody, 
recognition  of  pitch  names,  knowledge  of  time  and  key  signatures,  of  note  and  rest  val- 
ues, and  recognition  of  familiar  melodies  from  notation.  It  probably  gives  the  best  all- 
around  measure  of  musical  ability  of  any  standardized  musical  test  suitable  for  use  in 
high  school. 

Bureau  of  Educational  Research  and  Service,  University  of  Iowa,  Iozva  City. 
Single  copy,  6c;  $5.00  per  100. 

Seashore  Music  Talent  Chart 

This  consists  of  a  chart  upon  which  pupils  are  to  be  rated  according  to  their 
judgments  of  certain  musical  qualities  of  phonograph  records  and  five  such  records  which 
deal,  respectively,  with  pitch,  intensity,  time,  consonance,  and  memory.  A  prognostic 
measure  of  possible  musical  achievement  is  yielded  rather  than  one  of  present  achieve- 
ment. 

Columbia  Graphophone  Company,  New  York  City.   Each  record,  $1.50. 

Torgerson-Fahnestock  Music  Test 

Part  A — Theory 

Part  B — Practice  (Ear  Training) 

Though  probably  better  suited  for  use  in  the  elementary  grades,  this  test  may  also 
be  employed  in  high  school.  Part  A  tests  theoretical  knowledge  concerning  musical  sym- 
bols, notation,  and  so  forth,  and  Part  B  ability  to  write  syllables,  measure  lines,  notes, 
and  so  forth,  which  the  pupils  have  heard  played. 

Public  School  Publishing  Company,  Bloomington,  Illinois.   75c  per  25,  includ- 
ing both  Parts  A  and  B. 


NATURAL  SCIENCE 

BIOLOGY 
Cooprider  Information  Exercises  in  Biology 

The  exercises  included  deal  with  definitions  of  terms,  best  reasons,  classification  of 
animals  and  plants,  and  other  biological  information. 

Public  School  Publishing  Company,  Bloomington,  Illinois.   50c  per  25. 

[37] 


Jordan-Foran  Biology  Test 

This  tests  various  items  of  biological  information  and;  to  some  extent,  reasoning, 
and  requires  the  identification  of  a  number  of  drawings. 

Catholic  Education  Press,  Brookland  Station,  Washington,  D.  C,  $1.00  per 
25. 

Ruch-Cossmann  Biology  Test 

Forms  A  and  B  m        m  .  .  . 

Thi<  test  contains  one  sub-test  dealing  with  biological  information,  another  with 
be<t  reasons  or  definitions,  a  third  which  requires  the  identification  of  drawings  a  fourth 
dealing  with  Mendelian  inheritance,  and  a  fifth,  in  completion  form,  on  factual  informa- 
tion.  The  test  is  difficult  enough  to  be  used  in  both  high  school  and  college. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.    $1.30  per  25. 

BOTANY 

Michigan  Botany  Test 

The  four  parts  of  this  test  deal  with  botanical  information  and  reasoning  ability 
from  different  standpoints. 

Public  School  Publishing  Company,  Bloomxngton,  Illinois.    $1.00  per  2d. 

CHEMISTRY 
Gerry  Test  of  High  School  Chemistry 

Forms  A  and  B  .  ,         .    , 

Each  test  consists  of  twenty-five  exercises  of  various  sorts  which  test  knowledge 

of  chemical  terms,  formulae,  and  other  information. 

Ginn  and  Company,  2301  Prairie  Avenue,  Chicago.    36c  per  30. 

Iowa  Placement  Examinations,  Revised,  Chemistry 

Series  CA1 — Aptitude;  Forms  A  and  B 
Series  CT1— Training:  Forms  A  and  B 

The  aptitude  test  deals  with  certain  elements  of  mathematical  ability,  comprehen- 
sion of  selections  taken  from  chemistry  textbooks,  and  items  of  chemical  and  physical 
knowledge  which  are  more  or  less  commonly  known.  The  training  test  deals  with 
knowledge  of  chemical  facts,  including  valence,  formulae,  and  so  forth,  and  the  ability 
to  solve  equations  and  problems. 

Bureau  or  Educational  Research  and  Service,  University  of  Iowa,  Iowa  City, 
$3.50  per  100. 

Powers  General  Chemistry  Test 

Forms  A  and  B  .  .     , 

The  two  parts  of  this  deal  with   range  of  information  about  chemistry  and  the 

ability  to  solve  problems  in  chemistry. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.    $1.10  per  2d. 

Rauth-Foran  Chemistry  Tests 

Tests  I  and  II  , 

These  te<ts  require  the  identification  of  substances  as  elements,  compounds  or 
mixtures  the  giving  of  the  correct  symbols  or  formulae  for  substances,  the  marking  of  a 
™mbe?of  informational  statements  as  true  or  false,  the  filling  in  of  completion  exercises, 


[38] 


and  the  solution  of  problems.   Test  I  covers  the  work  of  the  first  semester  and  Test  II 
that  of  the  second. 

Catholic  Education  Press,  Brookland  Station,  Washington,  D.  C.  $1 .00  per  25. 

Rich  Chemistry  Test 

Forms  Gamma  and  Epsilon 

Each   form   consists   of    twenty-five   exercises    which    cover   chemical    information, 
habits  acquired  in  laboratory  work,  ability  to  think  and  to  solve  numerical  problems. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    $1.00  per  25. 


GENERAL  SCIENCE 

Denver  Curriculum  Semester  Tests  in  General  Science 

For  Grades  Seven  B,  Seven  A,  and  Eight  A 

The  first  and  last  of  these  tests  cover  three  general  topics  apiece  and  the  second 
one,  six  topics.  Each  contains  two  parts,  one  multiple-answer  and  the  other  true-false. 
Although  intended  for  Grades  VII  and  VIII,  they  may  well  be  used  in  high-school 
courses  in  this  subject. 

Denver   Public    Schools,  414   Fourteenth    Street,   Denver,    Colorado.    Single 
copy,  10c. 

Dvorak  General  Science  Tests 

Forms  R-l,  S-2,  and  T-2 

Form  R-l  is  designed  for  use  rather  early  in  the  course,  whereas  the  other  two 
forms  are  duplicates  and  intended  to  be  used  near  the  end  of  the  course.  Each  consists 
of  sixty  multiple-answer  exercises. 

Public  School  Publishing  Company,  Bloomington,  Illinois.  50c  per  25. 

Giles-Thomas-Schmidt  General  Science  Examinations 

Numbers  1  to  22;  Series  A  and  B  of  each 

This  set  consists  of  one  true-false  and  one  multiple-answer  test  on  each  of  eleven 
topics.  These  are  not  thoroughly  standardized,  but  may  well  be  used  in  place  of  teacher- 
made  tests. 

Eau  Claire  Book  and  Stationary  Company,  Eau  Claire,  Wisconsin.   Set  con- 
taining one  copy  of  each,  30c. 

Powers  General  Science  Test 

Form  A 

This  consists  of  seventy  multiple-answer  exercises  arranged  in  three  parts  of 
slightly  different  form. 

Bureau  of  Publications,   Teachers  College,  Columbia   University,  New   York 
City.  $2.00  per  100. 

Ruch-Popenoe  General  Science  Test 

Forms  A  and  B 

The  first  part  of  this  test  contains  fifty  multiple-answer  exercises  and  the  second 
twenty  exercises,  each  of  which  contains  a  drawing  and  several  sentences  in  completion 
form  dealing  with  the  drawing.  It  is  probably  the  best  available  test  in  this  subject. 
World  Book  Company,  2126  Prairie  Avenue,  Chicago.   $1.30  per  25. 

[39] 


PHYSICS 
Iowa  Placement  Examinations,  Revised,  Physics 

Series  PA1 — Aptitude;  Forms  A  and  B 

Series  PT1 — Training;  Forms  A  and  B 

The  aptitude  test  is  very  similar  to  the  one  in  chemistry,  dealing  with  mathemat- 
ical ability,  comprehension  of  paragraphs  taken  from  physics  texts,  and  knowledge  of 
rather  common  physical  and  chemical  facts.  The  training  test  requires  the  completion  of 
statements  and  equations,  the  marking  of  statements  as  true  or  false,  the  identification 
of  fundamental  laws  or  principles,  according  to  their  discoverers,  and  the  solution  of 
problems. 

Bureau  of  Educational  Research  and  Service,  University  of  Iowa,  Iowa  City. 
$3.50  per  100. 

Iowa  (Camp)  Physics  Tests 

Series  A — Mechanics;  Forms  1  and  2 

Series  B — Heat;  Forms  1  and  2 

Series  C — Electricity  and  Magnetism;  Forms  1  and  2 

Each  test  consists  of  eleven  or  twelve  exercises  arranged  in  order  of  increasing 
difficulty.  The  exercises  were  selected  from  a  much  longer  list  carefully  evaluated  by 
the  author  of  the  tests. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    50c  per  25. 

Hughes  Physics  Scales 

Information  R,  Division   1 

Information  S,  Division  2 

Thought  R,  Division  1 

Thought  S,  Division  2 

Each  scale  consists  of  thirty  exercises  arranged  in  three  groups,  each  of  which  is 
more  difficult  than  the  preceding  one.  Division  2  of  each  scale  is  apparently  more  diffi- 
cult than  Division  1. 

Public  School  Publishing  Company,  Bloomington,  Illinois.    50c  per  25. 

Peters- Watkins  Objective  Tests  for  High  School  Physics 

There  are  seventeen  tests  in  this  series,  each  containing  two  parts,  one  of  which 
is  designed  to  test  knowledge  of  fundamental  principles  and  the  other  the  application 
of  these  principles.  Although  tentative  norms  are  available,  these  tests  appear  to  be  bet- 
ter suited  for  use  as  part  of  instructional  procedure  than  as  standardized  tests. 

C.  J.  Peters,  University  High  School,  Columbia,  Missouri.    Booklet  contain- 
ing all  tests,  25c;  $20.00  per  100. 


STUDY 
McClusky-Dolch  Study  Outline  Test 


Tests  I,  II,  and  III 

Each  test  consists  of  a  selection  several  paragraphs  in  length  which  the  pupils  arc 
to  read  and  outline.   Test  II  is  somewhat  easier  than  Test  I  and  Test  III  still  easier. 
Public  School  Publishing  Company,  Bloomington,  Illinois.   Package  contain- 
ing 25  copies  of  Test  I,  15  of  Test  II,  and  10  of  Test  III,  75c. 

[40] 


GENERAL  SURVEY 
Iowa  High  School  Content  Examination 

Long  Form;  Forms  A  and  B 
Abridged  Form;  Forms  A-l  and  B-l 

The  four  parts  of  each  of  these  tests  deal  with  English  literature,  mathematics, 
science,  and  history  and  social  science.  The  long  form  requires  about  eighty  minutes 
to  give  and  the  abridged  form  fifty-five  minutes.  Though  especially  intended  for  use  with 
applicants  for  admission  to  college  these  tests  may  well  be  used  near  the  close  of  the 
high-school  course. 

Bureau  of  Educational  Research  and  Service,  University  of  Iowa,  Iowa  City. 
Single  copy,  8c. 

Iowa  Placement  Examinations,  Revised 

Forms  A  and  B 

This  series  of  tests  is  intended  particularly  for  students  entering  college,  but  may 
also  be  used  in  high  school.  It  consists  of  aptitude  and  training  tests  in  the  following 
subjects:  chemistry,  English,  foreign  language,  French,  mathematics,  physics,  and  Span- 
ish.   The  tests  in  each  subject  are  described  above  under  that  subject. 

Bureau  of  Educational  Research  and  Service,  University  of  Iowa,  Iowa  City. 
$3.50  per  100  of  each  test. 


INTELLIGENCE1 
Dearborn  Group  Tests  of  Intelligence 

Series  II,  Revised  Edition,  General  Examinations  C  and  D 

Examinations  C  and  D  are  not  duplicate  forms,  but  are  merely  two  parts  of  the 
test.  The  material  contained  in  them  is  largely  non-verbal.  These  tests  are  probably 
not  difficult  enough  to  give  satisfactory  results  in  the  upper  two  years  of  high  school, 
but  work  fairly  well  with  freshmen  and  sophomores. 

/.  B.  Lippincott  Company,  2244  Calumet  Avenue,  Chicago.    $1.00  per  25; 
manual  of  directions,  25c;  scoring  stencils,  25c. 

Haggerty  Intelligence  Examination 

Delta  2 

Similar  to  the  test  previously  described  this  is  somewhat  too  easy  for  juniors  and 
seniors,  but  yields  fairly  satisfactory  results  in  the  lower  years.    It  comprises  six  sub- 


several  of  the  intelligence  tests  widely  used  in  connection  with  determining  the 
admission  of  applicants  to  institutions  of  higher  learning,  and,  therefore,  sometimes  given 
to  high-school  seniors,  are  not  included  in  the  list  given  in  the  text  because  they  are  too 
difficult  or  otherwise  unsatisfactory  for  general  use  in  high  school.  Four  of  these  tests, 
in  what  the  writer  considers  their  order  of  merit  beginning  with  the  best,  are  as  follows: 
Thorndike's  Intelligence  Examination  for  High-School  Graduates  (Bureau  of  Publica- 
tions, Teachers  College,  Columbia  University,  New  York  City);  Brown  University  Psy- 
chological Examination  (J.  B.  Lippincott  Company,  2244  Calumet  Avenue,  Chicago); 
Thurstone  Psychological  Examination  for  High-School  Graduates  and  College  Fresh- 
men (American  Council  on  Education,  26  Jackson  Place,  Washington,  D.C.);  and  Army 
Group  Intelligence  Scale  Alpha  (Bureau  of  Educational  Measurements  and  Standards, 
Kansas  State  Teachers  College,  Emporia). 

[41] 


tests  which  are  modifications  of  the  tests  used  in  the  army  and  contain  both  verbal  and 
non-verbal  material. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.   $1.10  per  25;  manual 
of  directions,  25c. 

Herring  Revision  of  Binet-Simon  Tests 

Groups  A,  B,  C,  D,  and  E;  Form  A 

This  is  a  scale  of  tests  for  individual  use  which  gives  results  so  closely  approxi- 
mating those  obtained  from  the  Stanford  Revision  that  it  may  be  considered  practically 
a  duplicate  form  thereof.  The  five  groups  mentioned  above  differ  in  length.  Each  in- 
cludes all  of  the  tests  in  the  previous  one  and  some  additional  ones.  It  is  recommended 
that  the  longest  group  for  which  time  is  available  be  given. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.   Examination  manual, 
$1.00;  individual  record  cards,  $1.00  per  25. 

Miller  Mental  Ability  Test 

Forms  A  and  B 

This  is  one  of  the  shorter  group  intelligence  tests  and  is  suitable  for  use  through- 
out the  four  years  of  high  school.   The  material  composing  it  is  entirely  verbal. 

World  Book   Company,  2126  Prairie  Avenue,  Chicago.    80c  per  25;  manual 
of  directions,  15c. 

Otis  Group  Intelligence  Scale 

Advanced  Examinations;  Forms  A  and  B 

This  is  one  of  the  most  widely  used  group  intelligence  tests  and  is  suitable  for  the 
upper  elementary  grades,  high  school  and  above.  It  is  one  of  the  two  or  three  best  such 
tests  for  high-school  use. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.   $1.25  per  25;  manual 
of  directions,  30c. 

Otis  Self-Administering  Test  of  Mental  Ability 

Higher  Examination;  Forms  A  and  B 

This  test  requires  only  about  half  the  time  of  the  Otis  Group  Intelligence  Scale, 
but  the  results  are  probably  not  as  reliable.  It  is  called  self-administering  because  all 
that  the  examiner  needs  to  do  is  to  give  a  few  initial  directions  and  watch  the  time. 
It  is  therefore  better  suited  than  most  tests  for  use  by  inexperienced  and  unskilled  ex- 
aminers.   The  material  is  entirely  verbal. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.   80c  per  25. 


Pressey  Senior  Classification  and  Verifying  Tests 

These  two  tests,  which  are  essentially  duplicate  forms,  are  among  the  simplest  and 
easiest  tests  to  give  and  score.   Results  from  the  two  combined  are  fairly  reliable. 

Public  School  Publishing  Company,  Bloomington,  Illinois.   $1.25  per  100. 

Stanford  Revision  of  the  Binet-Simon  Tests 

This  is  generally  considered  the  best  individual  scale  in  the  English  language.    At 
any  rate  it  is  by  far  the  most  widely  used.   The  chief  difficulty  in  using  it  is  that  it  re- 

[42] 


quires  a  considerable  amount  of  material  and  that  some  of  the  scoring  is  not  entirely 
objective. 

C.  H.  Stocking  Company,  3037  Carroll  Avenue,  Chicago.  Material  necessary 
for  giving,  $8.55;  complete  instructions,  $2.95;  condensed  guide,  $130; 
record  booklets,  $2.50  per  25;  abbreviated  filing  record  blanks,  $1.30 
per  25. 

Terman  Group  Tests  of  Mental  Ability 

Forms  A  and  B 

This  is  a  rather  short  test  though  somewhat  longer  than  the  Miller,  Otis  Self- 
Administering,  or  Pressey.  Considering  both  reliability  and  amount  of  time  required,  it 
is  probably  as  good  as  any  group  intelligence  test  for  high-school  use. 

World  Book  Company,  2126  Prairie  Avenue,  Chicago.   $1.20  per  25. 


[43] 


I 


CIRCULARS  OF  THE  BUREAU  OF  EDUCATIONAL  RESEARCH,  COLLEGE  OF 
EDUCATION,  UNIVERSITY  OF  ILLINOIS,  URBANA,  ILLINOIS 

No  15    Monroe,  Walter  S.     Educational  Tests  for  Use  In  Elementary  Schools. 

No.  16.  Odell,  Charles  W.    The  Effect  of  Attendance  Upon  School  Achievement. 

No.  17.  Mohlman,  Dora  Keen.    The  Elementary  School  Principalship. 

No.  18.  Monroe,  Walter  S.    Educational  Tests  for  Use  in  High  Schools.  ^ 

No  19    Streitz,  Ruth.     Provisions  for  Exceptional  Children  in  191  Illinois  Cities. 

No'  20    McClu'sky,  Frederick  Dean.   Place  of  Moving  Pictures  in  Visual  Education. 

No.  21.  Monroe,  Walter  S.     Ant    ancement  of  the  Bureau  of  Educational  Research  for 

1923-24. 
No.  22.  Odell,   Charles  W.     I  -ons   for   the  Individual  Differences   of  High   School 

Pupils. 
No.  23.  Monroe,  Walter  S 
No.  24.  Nolan,  Aretas  W. 

ing  Agriculture. 

No.  25.  Monroe,  Walter  S.  ai 


;ional  Guidance  in  High  Schools. 

'     Education  with  Special  Reference  \ 


' 


un  A.   Measuring  Teaching  Efficiency. 
No.  26.  Barton,  H.  J.,  Clark,  *.  L.,  rence,  Helen,  and  others.    Notes  on  the   leaching 

of  Latin  in  High  Schools. 
No.  27.  Streitz,  Ruth.     Educational  Diagnosis. 

No  28    Staley,  Seward  C.    The  Program  of  Sportsmanship  Education. 
No  29    Odell,  Charles  W.    The  Use  of  the  Question  in  Classroom  Instruction 
No!  30.  Odell,    Charles   W.     The    Evaluation    and    Improvement   of    School    Buildings 

Grounds,  and  Equipment. 
No  31    Monroe,  Walter  S.     The  Planning  of  Teaching. 
No  32.  Miller,  F.  J.,  Flickinger,  R.C,  Sargent    Rachel  L.,  Luke,  Ethel  J.,  Thompson, 

Glenna  D.,  and  others.    Latin  in  High  Schools.  > 

No  33    Odell,  Charles  W.    Educational  Tests  for  Use  in  Elementary  Schools    Revised. 
No'  34    Odell,  Charles  W.     Educational  Tests  for  Use  in  High  Schools,  Revised. 
No.  35.  Monroe,  WalterS.    The  Making  of  a  Course  of  Study     _ 

No  36    Reagan,  George  W.    Principles  Relating  to  the  Engendering  of  Specific  Habits. 
No'.  37'.  Herriott,  M.  E.    How  to  Make  a  Course  of  Study  in  Arithmetic. 
Nn  iq    Odell   Charles  W.    The  Assignment  of  Lessons. 
No  39   pfescon   H.  W.,  Flickinger,  R.  C,  Woodruff,  L.  B,  Whaley,  I.  G„  and  others. 

No  40    0^,Cped0:oT.LAdnaptation  of  Subject-Matte,  and  Instruction  to  Individua, 

Differences  in  the  Elementary  School.  _  m/u.™ 

No  41    Herriott,  M.  E.    Modifying  Technique  of  Instruction  for  Gifted  Children. 
No' 42    Herriott,  M.  E.    How  to  Make  a  Course  of  Study  in  Reading. 
No  43    Monroe,  Walter  S.    Projects  and  the  Project  Method.    _ 
No.  44.  Odell,  Charles  W.     Objective  Measurement  of  Information. 
No  45.  Monroe,  Walter  S.    Teachers'  Objectives. 
No  46    Herriott   M.  E.    How  to  Make  Courses  of  Study  in  the  Social  Studies 

No.  48.  ollfcharles  W.    Educational  Tests  for  Use  in  High  Schools,  Second  Revision. 

A  limited  number  of  copies  of  these  rtfi^^?^^*?^*  ™^W 
bution  to  superintendents  and  teachers,      Illinois-    \V  e   shal     £  *        s   who  to   rece.ve 

list  for  these   circulars  the  names  of  any   teacners  or   s sup  circular  to  super- 

them   regularly.     We   shall   beg ad  also  ^   "nd  addit  ™a^pl^ddress 'all   communications 
intendents  or  principals  for  distribution  among  their  teat, iic  s 
to  the    Bureau  of   Educational   Research,  University    of   Illinois. 


